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42 6. Within the conceptual framework of differential integration, we will champion certain ideas that have been systematically mocked and discredited in postmodern discourse—ideas such as “I,” “soul,” spirit” and “destiny.” It is a matter of newly characterizing and justifying these ideas in the context of a post- materialistic anthropology capable of working into the future. It is not enough merely to postulate them. 7. Schools, and most especially integrative schools, should be places where children—as Jean Paul once expressed it—would be strengthened to withstand the “illnesses of the times.” They should not be places where children are trained to behave as “inconspicuously” as possible. Almost nothing stands in the way of a true curative-pedagogical view as much as “the demand for conformity.” (Juerg Jegge) 8. The philosophy of the differentiated integration proceeds from the understanding that every human being enters the world with a biographical impulse or intention. One could also speak of an individual’s “guiding will,” as Goethe called it. Besides genetics and environment/education, there is a third element [in the development of a child.] This third element should be sacred to us. We are called upon to develop an “appreciating feeling” for this element. (Edmund Husserl) Strong, passionate will impulses of a child must never be fought or shown to be laughable—even when we doubt that it’s an expression of that inner guiding will. We could be mistaken. Unswerving, stoical refusals by a child must never be contemptuously passed over. It could have to do with an “inner imperative” whose meaning is still hidden from us. 9. The current practice of blaming parents for the misbehavior and school failures of their children is unproductive and mostly factually inaccurate. Children are not just the products of their education. Parents are partners in a good integrative school—and not just those who come, bowed and heavy with guilt, to enter into an alliance when we are dissatisfied with their child. 10. Respect for the “otherness” of the other is the great learning objective. Rudolf Steiner called the highest form of this respect “awe before destiny.” A child must never be humiliated. 11. The lessons, as far as possible, should be arranged in such a way that the different constellations of talents and varieties of intelligence find equal consideration. Each child should experience, at least once a week, his competence, and feel his particular areas of interest addressed. In this regard, the results of recent research into intelligence and talents should be called upon. 12. Bullying among the children will lessen the more the adults make the effort to arrange the life of the school so that a social field of warmth is created.
It’s a matter of setting the example of social competence. Exhortations fall on deaf ears. The “good” (trust, fairness, helpfulness, and tolerance) must live in the air, to a certain degree, so that the children can “smell” it. They will register, with joy and relief: “Here the people treat each other respectfully, and us, too.” Here the teachers and parents speak with each other in such a way that true recognition is perceptible. So, where it has to do with the social climate, let us begin with ourselves. It will pay off! 13. What we think about the children has exactly the same effect as if it were spoken. Our speech, for example in the conferences (child studies), should always be very careful. Then we will notice that our thoughts also gradually become more careful. 14. Every lack or defect that we believe we have seen in a child must be balanced out with at least two good qualities, strengths, beautiful aspects that we have discovered in the child in our contemplative judgment. Then we will have the inner attitude with which the differentiated integration can succeed. 43
Page 1: Waldorf Journal Project #18 January
Page 4 and 5: 4 Printed with support from the Wal
Page 6 and 7: 6 Anything but Children’s Play: W
Page 9 and 10: The Art of Observing Children By Ch
Page 11 and 12: uilding stones for discovery of the
Page 13 and 14: What Does a Good Child Observation
Page 15 and 16: intuition for completely new ideas.
Page 17 and 18: What Is a Child Observation? [Child
Page 19 and 20: Interviewer: What is the aim of gat
Page 21 and 22: process of inwardly following the g
Page 23 and 24: Changed living situation: To a larg
Page 25 and 26: Consumer childhood In past generati
Page 27 and 28: Goals (consequences) for a pedagogy
Page 29 and 30: Born as an Original - Died as a Cop
Page 31 and 32: Love Melts Away Fear By Henning Kö
Page 33 and 34: The Secret of Children’s Drawings
Page 35 and 36: drawings can show us how strongly o
Page 37 and 38: Normal Is the Difference: Maxims fo
Page 39 and 40: Normal is that which does not stand
Page 41: We should take the trouble to devel
Page 45 and 46: Shouldn’t these children already
Page 47 and 48: In answer to these questions, the c
Page 49 and 50: Love Enables Knowledge by Lorenzo R
Page 51 and 52: To the truly seeing-eye of the ange
Page 53 and 54: is this so? The artistic element wo
Page 55 and 56: Educational Principle #6 Just as in
Page 57 and 58: the introductory lectures by Steine
Page 59 and 60: Painting The first steps in drawing
Page 61 and 62: whole artistic realm in the same el
Page 63 and 64: you have also worked on his feeling
Page 65 and 66: grown-up people have in front of th
Page 67 and 68: it is a rather rough expression of
Page 69 and 70: such a thing purely for social reas
Page 71 and 72: he likes telling about. With all th
Page 73 and 74: Steiner considered speech as a genu
Page 75 and 76: and productive way.” 47 This is i
Page 77 and 78: What Was That? Forgetting and Remem
Page 79 and 80: unimportant aspects, so that we do
Page 81 and 82: for particular periods of sleep—s
Page 83 and 84: Brought to School by the Police? by
Page 85 and 86: Elemental Beings Are Real for Many
Page 87 and 88: Interviewer: When cute dwarves and
Page 89 and 90: instruction is fun, and the instruc
Page 91: self-consciousness. This is also he

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