Riddle of America, The - Waldorf Research Institute

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Vienna, the world would have been very different. In his psychosophylectures given in 1910 in Berlin, Steiner describes the positive psychologicaleffect of arts on us. As an artist and a teacher, I like the following quotationby Steiner.If art occupies the proper place in school life, it will also stimulate thecorrect approach to the students’ physical training, since wheneverart is applied in life, it opens a person to the spiritual light necessaryfor inner development. By its very nature, art can become permeatedwith the light of the spirit, and when this has happened, it retains thislight. Then, wherever art radiates, it permeates whatever it toucheswith the light it received from the spiritual Sun. It permeates matterwith light so that, outwardly radiant and shining with the lightof soul, it can express spirit. Art can collect in itself the light of theuniverse. It can also permeate all earthly and material substancewith shining light. This is why art can carry secrets of the spiritualworld into the school and give children the light of soul and spirit;the latter will allow children to enter life so that they do not need toexperience work as just a negative and oppressive burden, and, in oursocial life, therefore, work may gradually divest its burdensome load.By bringing art into school properly, social life can become enrichedand freed at the same time, although that may sound unbelievable. 16I have been recommending a book, The Artist’s Way, by Julia Cameron,a poet, playwright, fiction writer, and essayist. This book portrays atwelve-week exercise to recover our creativity. Although she may not be ananthroposophist, I have found many ideas that are similar to Steiner’s. Theseexercises benefited me very much, and my artistic style changed. I was ableto express myself freely and was very excited to create for my solo exhibition,which took place in Denver in June 2000. Julia reminded me throughthe ten basic principles that creativity is a spiritual experience, and by beingcreative, as God’s creations, we are continuing the Creator’s creativity. Weare all responsible to continue the creation through the arts.What, then, corrupts youth? We all do, when we do not realize thatwe are meant to be creative, when we refuse to resolve our pain from thepast, when we are motivated by fear, control, and greed.What heals youth? When we realize that we are all creative, spiritualbeings sharing the universe equally, and when we act/create accordinglywith love and compassion, we are becoming true role models for our youth.298
Through the direct experience of striving spirits in us and not through ourpreaching, youth will shine forth as the light of the world, for “the letterkilleth, but the spirit giveth life.” 17Endnotes1. Fugioka, Nobukatsu. Kyokasho ga Oshienai Rekishi. (The History that theText Book Never Teaches), Jiyusyugishikankenkyukai: 1999.2. Steiner, Rudolf. Technology and Art. Dornach, Switzerland: 1914.3. Steiner, Rudolf. The Effects of Esoteric Development. Spring Valley, NewYork:Anthroposophical Press,1982.4. Brod, Craig. Technostress. (Japanese translation). Massachusetts: Addison-Wesley Publishing Co., Inc., 1984.5. v. Baravalle, Hermann, Ph.D. Rudolf Steiner as Educator. New Jersey: St.George Books, 1960.6. Wachsmuth, Guenther. The Evolution of Mankind. Dornach, Switzerland:Philosophic-Anthroposophic Press,1961.7. Ibid.8. Steiner, Rudolf. Inner Evolutionary Impulse of Mankind. Dornach,Switzerland: 1916.9. Steiner, Rudolf. The Occult Significance of Blood. London: Rudolf SteinerPress, 1967.10. Steiner, Rudolf. The Balance in the World and Man. Hudson, New York:Anthroposophic Press, 1996.11. Luxford, Michael. Adolescence and Its Significance for Those with SpecialNeeds. London: TWT Publications Ltd., 1995.12. Steiner, Rudolf. Die Evolution vom Gesichtspunkte des Wahrhftigen. Berlin,1911.13. Steiner, Rudolf. Supersensible Knowledge and Social Pedagogical Life.Stuttgart, 1919.14. Lindenberg, Christoph.Waldorfschulen: Angstfrei Lernen, SelbstwusstHandeln. (Japanese Translation). Reinbeck bei Hamburg: RowohltTaschenbuch Verlag, 1975.15. New Testament. The Gideons International, Japan Bible Society, 1977.16. Steiner, Rudolf. Education and Art. London: Rudolf Steiner Press, 1972.17. New Testament. The Gideons International, Japan Bible Society, 1977.299
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The Riddle of AmericaEssays Explori
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Table of ContentsAcknowledgments .
Page 7 and 8:
The Sacred in Latino Experience: lo
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IntroductionbyJohn H. Wulsin, Jr.In
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perhaps the most popular poet of th
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OraibibyEdward WarrenOraibi--the ce
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Awakening Spiritual Consciousnessth
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where he created the center called
Page 19 and 20:
The Legend as TeacherIn spite of th
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The Ramapo SalamanderbyDavid AdamsT
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and to drive her father mad. Then h
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Stegmann describes a number of fact
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tism. Iron has the beneficial funct
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When the handsome angel saves Mary
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found in Paul M. Allen, ed., A Chri
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BibliographyHauschka, Rudolf. The N
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with the etheric geography, we beco
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The Morphology of North AmericaWe q
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Effects of Geography on the Physica
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Boreal forest in Canadaseverity of
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middle. All ofthese resourceshave a
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eady. Further west, wefind active v
Page 47 and 48:
Mississippi and the Colorado, drain
Page 49 and 50:
a system of writing used by the anc
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the pagan Indians) are out there wa
Page 53 and 54:
He is trying to prove that the indi
Page 55 and 56:
Another example of this phenomenon
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and is nothing less than the author
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The Peruvian shaman Carlos Castaned
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the four main areas (the physical l
Page 63 and 64:
Cook, Grace. The Sun Men of the Ame
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Example: Boulder, ColoradoProfile:
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North of the BorderbyPhilip Thatche
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“poured like seas” all the way
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And now the channel opens. But noth
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HistoryIn mid-river we join the anc
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in particular those settlers from t
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hune’s concern for others led him
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7. Op. cit., pp. 61-63, 71-72.8. Ma
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It was also during the Permian peri
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time the white man arrived here. A
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ly to the south and west, except fo
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these forces was essential for harm
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courageously ready to dedicate one
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TexasbyHilmar MooreTexas joined the
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and many exist today, still in use.
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An industrious and orderly people;
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There was a grand, wild freedom, an
Page 101 and 102:
Music and Manners:The American Expe
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ecame louder. At one end of the par
Page 105 and 106:
Nevertheless, the title allows a ra
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at a definite time. When the opport
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It is not necessary to speculate ab
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What Is “American” in American
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he would conceptually synthesize an
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Cole was clear that the emphasis on
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Hudson River School), but its suppo
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expressions. Some of these wildly p
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Figure 6. Winslow Homer, Undertow,
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themes, was a weak draftsman, and f
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a heavier, more material medium tha
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including as much engineering as ar
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applied from without.” Wright wor
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had been carefully removed in lumin
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organic forms more to evoke the inn
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awe-inspiring power and mystery of
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mistakes. The painting comes out of
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a mess. Otherwise, there is pure ha
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there is a continuity of bothrealit
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divisions, and the bleeding of the
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were Reuben Nakian, Theodore Roszak
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Cage, explored ways to limit the ar
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The original personal images develo
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Studio relate to Johns’struggles
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As one of the top illustrators on M
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effect, dematerialized theirorigina
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idea, and not the activity of const
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Lisle, Laurie. Portrait of an Artis
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In one poem, to her book, she write
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mother, England. Literarily, after
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So Ada quite naturally thought the
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the beginning and the end: and that
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If the influence of Calvin can be s
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Vishnu, both the Primeval Cosmic Ma
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Emerson suggests man’s soul is co
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How did Emerson through his thinkin
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Supreme Being does not build up nat
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call of this period is for freedom.
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own soul between intellect and acti
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him, nor fire burn him, isa type of
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Culture, the height of culture, hig
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to be the liberation of the will fr
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Private and public is equivalent to
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lectures on Aquinas published as Th
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In other words, Emerson agrees with
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Toward an American LanguagebyThornt
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does he confront them outside the c
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collision with my obligation to say
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ing further back into the wildernes
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estated it by saying that the inter
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wonder that the English developed t
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It would seem as though I were abou
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Melville’s emotion is under power
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the matador sees the bull dashing t
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Before I enter upon a discussion of
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“The whale shed off enticings.”
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Wherein do these paragraphs from Mo
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The American LonelinessbyThornton W
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Thoreau illustrates certain America
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NATURE: As early as 16 July 1861, T
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that farewell address to “our dea
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Similarly, there are aspects of Tho
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Emily DickinsonbyThornton WilderGer
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That is to say, she shall have the
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overswayed. Their growth in the aff
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did love maturely we have ample evi
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would have been five steps forward
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animals and plants about her has no
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Rudolf Steiner tells us that Emerso
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came a second time; and Jonah, brui
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Whitman makes frequent use of perso
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Carl SandburgDespite the fact that
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The Thief Who Kindly SpokebyMichael
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Now to the song itself. It begins t
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The joker as the ordinary worldly e
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ut turn around to examine the mirac
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Mary Oliver, Inspired TeacherbyJean
Page 259 and 260: To Each Her HoneybyLara WulsinMary
Page 261 and 262: “Every spring,” (line 24) with
Page 263 and 264: Choosing America as a Placefor Inca
Page 265 and 266: In the Morning: A star above one’
Page 267 and 268: Double chooses, as it were, the hum
Page 269 and 270: Endnotes1. Given in London on the e
Page 271 and 272: Party and was the place where Mexic
Page 273 and 274: If even God suffered the crucifixio
Page 275 and 276: ciso Martínez and Tito Puente, San
Page 277 and 278: What does it mean to be born a West
Page 279 and 280: tal plains, rising gradually for mo
Page 281 and 282: Trust thyself; every heart vibrates
Page 283 and 284: spoke to his people just weeks befo
Page 285 and 286: of human beings, of support from th
Page 287 and 288: e recognized. For example, the cult
Page 289 and 290: considered necessary in relation to
Page 291 and 292: Movement in America:And So—What
Page 293 and 294: Now watch the Germans over there, n
Page 295 and 296: increase in the use of technology,
Page 297 and 298: and European-American sources. Only
Page 299 and 300: King, Martin Luther, Jr. Where Do W
Page 301 and 302: Americans earned two dollars per da
Page 303 and 304: the actions of our spiritual I. …
Page 305 and 306: Why do we teach Parzival? After Par
Page 307 and 308: disturbed or destroyed.” One can
Page 309: I would like to mention the words g
Page 313 and 314: need to find what connects us not w
Page 315 and 316: and gardening to Waldorf schooling
Page 317 and 318: insights result. In considering the
Page 319 and 320: cording to Bacon. He also denounced
Page 321 and 322: the entire world. Thus, workers, sl
Page 323 and 324: At the end of his second lecture in
Page 325 and 326: chine, were unable to secure even a
Page 327 and 328: garbagemen, who sought union recogn
Page 329 and 330: Freedom, Thinking, and Individualit
Page 331 and 332: Thus the epochal separation of powe
Page 333 and 334: without attempting either to inspir
Page 335 and 336: But now it really is “We the Peop
Page 337 and 338: “an insoluble problem; on one sid
Page 339 and 340: life in the ideal and the real worl
Page 341 and 342: The Enlightenment: An Interpretatio
Page 343 and 344: maintained as a matter of right, at
Page 345 and 346: 2. Even Franklin felt this and reco
Page 347 and 348: Anthroposophy and the Spirit of Ame
Page 349 and 350: (in the American Theosophist, 74, 1
Page 351 and 352: in this country is coupled with it.
Page 353 and 354: artists, writers, and musicians fil
Page 355 and 356: But this does not actually explain
Page 357 and 358: spirit revelation. People are still
Page 359 and 360: Doesn’t this sound as if it could
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Biographies of ContributorsDavid Ad
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Joseph Glosemeyer had a life-changi
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1988, she was asked to join the fac
Page 367 and 368:
John Wulsin grew up in Cincinnati,
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