Six Facts You Need to Know About Steiner Education
|
|
- Morris Skinner
- 5 years ago
- Views:
Transcription
1 Six Facts You Need to Know About Steiner Education A Guide for Prospective Students and Their Parents Steiner Education has established itself in the Victorian education system, but information provided school administrations, current and prospective parents and the general public about Steiner and his educational doctrine is at the very least incomplete or, more disturbingly, misleading. In this paper, the Rationalist Society seeks to fill this gap in information. We urge anyone thinking about becoming involved with Steiner education to consider these facts on their merits. Ian Robinson July 09
2 SIX FACTS YOU NEED TO KNOW ABOUT STEINER EDUCATION A GUIDE FOR PROSPECTIVE STUDENTS AND THEIR PARENTS Steiner or Waldorf Education has established itself in the Victorian education system, both in the form of independent Steiner Schools, such as the one at Warranwood in Melbourne s east, and in so called Steiner annexes operating within some state primary schools, such as that at Footscray City PS in the west. However the information given to the public and to the educational authorities by practitioners about the nature of Steiner Education leaves out or distorts some essential facts about the Steiner system, facts that bear significantly on any decision to enrol a student in Steiner Education or start a Steiner annex. In presenting the facts about Steiner Education below we have attempted to be as objective as possible and not to make value judgements about these facts. We leave it to prospective students, parents and school administrators to consider these facts on their merits when making decision about their involvement with Steiner and his educational doctrine. STEINER FACT 1: STEINER S ESOTERIC BELIEF SYSTEM, WHICH DETERMINES THE NATURE OF STEINER EDUCATION, IS A RELIGION. Steiner s set of esoteric beliefs, which he called Anthroposophy (to distinguish it from Theosophy, of which it is an off shoot) clearly constitutes a religion. The legal definition of a religion in Australia was given by the High Court in 1983 in the Scientology case: for the purposes of the law, the criteria of religion are twofold: first, belief in a supernatural Being, Thing or Principle; and second, the acceptance of canons of conduct in order to give effect to that belief, Church of the New Faith v Commissioner of Pay Roll Tax (Vic) Clr 120 [1983] HCA 40; (1983) 154 CLR 120 (27 October 1983) at p 137. Steiner and the Anthroposophists believe in a range of supernatural beings, including the Christian Trinity: the Trinity of God the Father, God the Son, and God the Holy Spirit is a reality deeply bound up with the whole evolution of the cosmos; Rudolf Steiner: The Mystery of Golgotha, Oxford, 27 October, 1922 the four Archangels (Michael, Gabriel, Raphael and Uriel); two evil spirits, Lucifer and Ahriman: These two figures Lucifer and Ahriman must be clearly distinguished from each other. For Lucifer is a Being who detached himself from the spiritual hosts of heaven after the separation of the sun, whereas Ahriman had already broken away before the separation of the sun and is an embodiment of quite different powers. and many other spirit beings. Rudolf Steiner: An Outline of Occult Science Moreover, the practices of Steiner s followers in education, agriculture, medicine and art are undoubtedly intended to give effect to those beliefs. July 2009 Page 2
3 At the initial stages of contact with Steiner education, its practitioners will tell prospective participants that it is not a religion, but a philosophy. All religions have or imply philosophical positions on a number of issues, especially in the areas of epistemology, metaphysics and ethics. However, the fact there are philosophic positions associated with for example Christianity or Islam or Hinduism does not make them any less religions. By the same token, the fact that there may be philosophical positions associated with Anthroposophy does not make Anthroposophy a philosophy rather than a religion. The question can be raised as to whether Anthroposophy is in any meaningful sense a philosophy at all. Neither Steiner nor Anthroposophy are covered in Ted Honderich (ed), The Oxford Companion to Philosophy, (Oxford, 1995), which claims to be most comprehensive and to cover the whole history of philosophy, worldwide. ( Islamic Philosophy and Buddhist Philosophy, inter alia, do have substantial entries.) Similarly, there are no entries under either Anthroposophy or Steiner in J O Urmson and Jonathan Ree (eds), The Concise Encyclopedia of Western Philosophy and Philosophers, (London, 1989). Steiner s views however are discussed at length in Mircea Eliade s The Encyclopedia of Religion, in J D Douglas s New 20th Century Encyclopedia of Religious Knowledge, and in Rosemary Ellen Guiley s Encyclopedia of Mystical and Paranormal Experience (London, 1991). The only extended discussions of Steiner education in the recent Australian broadcast media have been on the ABC s religious programs, Compass and The Religion Report. Anthroposophy is a religion both colloquially under the commonly accepted understanding of what a religion is, and legally because it fits the High Court definition of religion. Steiner education is a set of practices that gives effect to Steiner s supernatural beliefs, so these practices are also religious in nature. STEINER FACT 2: THE STEINER MOVEMENT HAS SOME OF THE CHARACTERISTICS OF A CULT Newcomers to Steiner are generally not told about the cult like group of chosen initiates at the heart of the Anthroposophy movement, or if they are it is only in very general terms. The group is called the School of Spiritual Science or First Class as it is often called. The Australian website describes it as follows: After two years or more [of involvement in Anthroposophy] you can apply to join the School of Spiritual Science. [B]y joining the School of Spiritual Science a member now commits to represent Anthroposophy in the world at large. [This] involves working with certain meditations and mantra, which were given by Rudolf Steiner. [ What they don t say is that the activities of the School of Spiritual Science/First Class are secret and known only to initiates. The only independent but relatively sympathetic book length study of the Steiner system describes it as follows: the door of the First Class is by no means opened to all who knock. Somewhere between 10 to 30 per cent of General Society members probably also belong to this inner society, which, to outsiders, appears mysterious. At least two years' affiliation to the General Society is a pre condition for joining. Also, 'inner responsibility' for Anthroposophy has to be accepted. Rudolf Steiner, who was distressed at the state of Anthroposophy, founded the First Class in 1923 as a regenerating organ. The First Class adapts Steiner's meditative path for individuals; the latter is generally available in publications such as Occult Science and Knowledge of the Higher Worlds. However, only the place and times of meetings of local branches of the School of Spiritual Science are published, together with the number of the 'lesson' concerned (there are 34 in all). Members of this elite are pledged to secrecy, a vow which is strictly observed. I had no success when I asked for information about the mantrams of the First Class: I was July 2009 Page 3
4 told that they 'belong to the School'. I found that when, as an outsider, I asked questions about them (or the commentaries on them), this was one of the few acts that would, almost predictably, incur annoyance. (Geoffrey Ahern: Sun at Midnight: The Rudolf Steiner Movement and the Western Esoteric Tradition. 1984, pp 31 32) Many Steiner teachers are either members of this secretive School or else working towards membership. Ahern points out: An organizational advantage of this lack of individualistic democracy is the tendency for the School to be the authoritative and cohesive force of the Rudolf Steiner movement. Based on the sacred Goetheanum, it seems to be the main focus of direction making and decision taking within Anthroposophy. (p 33) Before prospective parent consign their children to the Steiner system, they should be made aware that it is controlled by a cult like inner sanctum. ~ The second cult like aspect of the Steiner movement is its failure to forefront the more extreme views of its guiding light. Like many cults it first gets people interested and involved with non controversial motherhood statements about education. For example, the website of the Melbourne Rudolf Steiner School at Warranwood states: The teachers of the Melbourne Rudolf Steiner School strive to engender an attitude of wonder for other people, for living creatures and for the structure of the physical world around us. We wish the children to feel that they are free in essence, that they love the world, and that they are eager to assume responsibilities in the community of adults. Our work lies in helping the children develop their thought life, deepen and broaden their feelings and harness their energy for the good of the world. ( Who could possibly quarrel with any of this? There are similarly vague statements about each level, but you won t learn much more about Steiner s theories from anywhere on the school website. It certainly doesn t tell you that Rudolph Steiner believed he could directly perceive a super sensible reality behind the objects of the everyday world which gave him the knowledge which he, as a so to speak divine being, acquires concerning the objects that is the secrets of their activities and their existence which unveil themselves to him (Rudolph Steiner: Occult Science: An Outline, p 13). After observing this super sensible reality Steiner believed he ascended through the etheric and astral levels of consciousness to the karmic level. This enabled him to see a vast spiritual panorama in which are recorded all the past events of the world s spiritual history. These Akashic Records give him access not only to the known history of the earth, but much more besides. Before entrusting their children to Steiner Education, parents should be made aware that it is the brainchild of a person who believed with utter certainty that Man's evolution began to take form on the made up continent of Lemuria, which was allegedly where the Indian Ocean now lies, and that its development there was guided by 'spirit beings' and retarded by evil or 'Luciferic' ones; that when Lemuria was destroyed in a volcanic cataclysm the most developed humans moved on to the equally mythical continent of Atlantis, which was July 2009 Page 4
5 supposed to be where the Atlantic Ocean now is and where they developed an intuitive understanding of the environment and the power of speech; that they came up against the malevolent spirit Ahriman who attempted to draw them away from the spiritual world into the material; that Atlantis was in its turn overwhelmed, by storm and flood, and the survivors made their way to the modern continents where they evolved through a number of epochs (Egyptian, Persian, Greek, etc) culminating in the Germanic epoch, because the Germanic people were the descendants of the Atlanteans, and had retained some of their spiritual beliefs, despite the best efforts of Lucifer and Ahriman. Certainly the principles of adequate product disclosure would indicate that this information should be up front and visible. But Steiner s views, in the words of the leading British psychiatrist Anthony Storr in Feet of Clay: A Study of Gurus are so eccentric, so unsupported by evidence, so manifestly bizarre that no one could possibly accept them unless they had already been seduced into the Steiner fold, so they are discretely pushed to the background in all Steiner Education publicity. If you dig deep into the various Anthroposophy websites, or start to read his basic texts such as The Philosophy of Freedom, Occult Science: An Outline, or Knowledge of the Higher Worlds How is it Achieved? you will eventually find those embarrassing Lemurians and Atlanteans and much more besides, but most new arrivals to Steiner are diverted to other more superficially palatable ideas. STEINER FACT 3: STEINER S RELIGION DICTATES HIS EDUCATIONAL DOCTRINES Steiner education claims it is not religious or spiritual. While it may be true that religion or spirituality are not overtly proselytised in Steiner annexes (although we can t be sure of this because there is little monitoring or evaluation), it is also true that the whole basis of Steiner education comes from Steiner s theories of spiritual science. 'The subjects you teach will not be treated in the way they have been dealt with hitherto. You will... have to use them as a means with which to develop the soul and bodily forces of the individual in the right way.' Steiner: Practical Advice to Teachers, p. 9 As befits the mystical origins of his ideas, according to Steiner everything seems to come in threes. There are three main stages of child development approximately 0 to 7 years, 7 to 14 and 14 to 21 each stage governed by one of the three parts of the body head, chest and limbs and influenced by one of the three kingdoms animal, vegetable and mineral (truly!) and one of the three principles thinking, feeling and willing. There are three aspects of the human being body, soul and spirit and each of these has three divisions (e.g. astral body, etheric body, physical body). Steiner believed that the development of the individual follows similar stages to that of the human race a descent from a spiritual being into a physical one, and a struggle to regain the spiritual. Each year of primary education must therefore be based on a particular one of the epochs mentioned above in turn, and children must be exposed to the myths and legends of that particular civilisation, and that civilisation only. When the children study Indian mythology one year and Hebrew another and so on, they are not innocently studying comparative religion, they are recapitulating the spiritual development of man as Steiner believed it occurred, from the mythical civilisations of 'Lemuria' and 'Atlantis', through the Egyptian, Indian, and Hebrew civilisations to its culmination in modern (i.e. early 20th century) Aryan (i.e. German) civilisation. This is not an educational practice, but a religious one, because Steiner teachers are here giving effect to their supernatural beliefs. When Steiner teachers divide the development of the child into seven year cycles, the Steiner teachers fixation with the mystical number 'seven' is a way of giving effect to their supernatural beliefs, so it is not an July 2009 Page 5
6 educational practice, it is a religious one. When Steiner teachers prefer white and blue to black and brown, this comes from their belief in an eternal battle for men's souls between good white 'angels' and the evil dark spirit Ahriman, who was and is trying to stop man's spiritual development. The Steiner teachers here are giving effect to their supernatural beliefs, so this is not an educational practice, it is a religious one. When Steiner teachers make children at a certain age paint on damp paper, which makes everything go fuzzy, this is because Steiner believed children s souls are not yet developed enough to cope with sharp distinctions. The Steiner teachers here are giving effect to their supernatural beliefs, so this is not an educational practice, it is a religious one. One could go on. Steiner education may not look 'religious' on the surface, but it is in fact a bundle of religious ideas dressed up as educational ones. Steiner himself certainly thought his education system was an extension of his religious beliefs. In 1919 he told the teachers in his first school that by employing our methods we will harmonise the higher human being (the human spirit and soul) with the physical body (our lower being) (Practical Advice to Teachers, Anthroposophic Press, 2000, p 1). Five years later he told them: Every word and gesture in my teaching as a whole will be permeated with religious fervour and later talks about having educated children very naturally in a priestly way what is really a religious devotion (The Essentials of Education, Anthroposophic Press, 1997, pp 65, 69). This position has not changed since Steiner s death. A Steiner education website states: Anthroposophy holds that the human being is fundamentally a spiritual being and that all human beings deserve respect as the embodiment of their spiritual nature. This view is carried into Waldorf [Steiner] education and another states: Rudolf Steiner's educational philosophy must be set within the context of his main endeavour to address the latent possibilities in human beings of advancing beyond the present day accepted limits of cognition to an awakening, by self discipline and exercise, to a knowledge of the spiritual worlds underlying outer existence higher worlds. Some of Steiner s ideas on education have worthwhile lessons for us making the arts more central, dealing with the whole person, being concerned with initiation into the culture and not just training in skills but these good things are vitiated by the stubbornness with which Steiner schools and teachers try to shoehorn children into the pattern pre determined for them by Steiner s cogitations. While its propaganda claims a central concern for individual differences, in fact what Steiner education does is to try to slot all children into the developmental pigeon hole designed for them by Rudolf Steiner, within which there is only a small amount of room to move. [A]ccount must constantly be taken of the proper age at which to develop specific forces so that their cultivation may enable the individual to take his place in life in the right way. Steiner: Practical Advice to Teachers, p.20 Human destiny is seen as moving along pre ordained paths and the Steiner teacher's role is to keep children on the fairly straight and relatively narrow as defined by Steiner. Life is not for self fulfillment, but for fulfilling your Steiner defined spiritual destiny. There are unfortunate hints of German fascism in this (see below). Of course there is no doubt the children in the Steiner schools do learn things, but the question is, is their learning the result of Steiner's intervention in their lives, or despite it? Children of all ages, and especially primary school children, are remarkably resilient and many of them manage to learn important things in even the most disadvantageous situations. But not all of them, and this is the point. July 2009 Page 6
7 Educational administrators should ask themselves, if Steiner 'Education' is so educationally effective why don t we adopt it for the whole system. We should have a Steiner state, not just a Steiner annex. But if it is not effective, should we support it in any way? STEINER FACT 4: STEINER EDUCATION IS NOT EVIDENCE BASED Steiner Education was not based originally on extensive practice in schools but came out of Steiner s head. When he set up the first Waldorf School in 1919 his only experience in education was tutoring an autistic boy for a few years, which he did with great success. But for the most part the ideas for the school were driven by his spiritual or religious theories. Although Steiner Education has been going now for ninety years there has been virtually no rigorous research on its effectiveness. A perusal of the comprehensive world wide educational data base, Education Resources Information Centre [ERIC] reveals only a handful of articles about Steiner, most of them anecdotal. The one or two actual research studies published conclude that Steiner school students are more creative or more imaginative that students in mainstream schools, hardly a surprising result, given the centrality of Steiner s idiosyncratic theories of art in his education system. There is no hard information on Steiner students achievements in reading and mathematics, on what goes on in Steiner classrooms or on the long term effects of Steiner Education on children s development. In eschewing such empirical studies, Steiner s supporters are really only following the guru himself. Steiner was highly dismissive of the trend of human evolution to validate judgements through visual observations and believed a better guide to life was the reality of the human being s inner activity, by which, of course, he meant his inner activity, which he believed came from a universal source that he had tapped into. When governmental bodies do ask for hard information on student achievement, Steiner schools tend to avoid the issue. Under the Australian Government s current Guidelines for Schools, all schools are required to ensure that school performance information, including the number of students meeting year 3, 5, 7 and 9 national reading, writing, spelling and numeracy benchmarks, is made publicly available. According to the Melbourne Rudolph Steiner School website, As 98% of parents chose to remove their children from participation in these tests, it did not allow for a large enough sample to be indicative of the School s Performance. Therefore results are not available. ( Prospective students and their parents must draw their own conclusions from this. STEINER FACT 5: STEINER EDUCATION IS NOT FRIENDLY TO PARENTS Control of Steiner Schools and classes is firmly in the hands of the teachers. Parents do not get any formal say. Everything is run by the College of Teachers. Parents are used to raise money and help run the school/class but they have no control over what happens. The only input from parents that is accepted is input that reinforces the Steiner bias. Non Steiner parents are not permitted to be involved in the teaching in any way. Steiner 'Education' is so special that it must be left to the specialists, the Steiner trained teachers. Parents are in fact seen as a handicap to children's development by Steiner: You will have to take over children for their education and instruction children who will have received already the education, or mis education given them by their parents... But when we receive the children into the school we will be able to make up for many things that have been done wrongly, or left undone, in the first years of the child's life. Steiner: Study of Man, p.16 July 2009 Page 7
8 STEINER FACT 6: THERE ARE RACIST UNDERTONES IN STEINER S WRITINGS By promulgating the view that the highest point of human development was represented by the Aryan or Germanic people, Steiner opened himself up to accusations of racism: [T]he representative people for the development of the consciousness soul, hence for what matters particularly in our age, is the Anglo Saxon nation. The Anglo Saxon people are those who through their whole organization are predisposed to develop the consciousness soul to a special degree. The prominent position occupied by the Anglo Saxon nation in our time is indeed due to the fact that this nation is especially suited for the development of the consciousness soul. (Steiner, Rudolf. Materialism and the Task of Anthroposophy. (1921) Trans. Maria St. Goar. Hudson, NY: Anthroposophic Press, p. 195) German attitudes will always have to remain more universal than those of other peoples. These things relate to profound realities in the spiritual world. (Steiner, Rudolf. The Destinies of Individuals and of Nations. ( ) Trans. Anna R. Meuss. New York: Anthroposophic Press p. 76) You see, when we really study science and history, we must conclude that if people become increasingly strong, they will also become increasingly stupid. If the blonds and blue eyed people die out, the human race will become increasingly dense if men do not arrive at a form of intelligence that is independent of blondness. Blond hair actually bestows intelligence.... It is indeed true that the more the fair individuals die out the more will the instinctive wisdom of humans vanish. (Steiner, Rudolf. Health and Illness: Volume I. (1922) Trans. Maria St. Goar. Spring Valley: Anthroposophic Press, 1981, p. 86) No doubt about it, the soul becomes corrupted through using the French language...it is also possible at the present time that the French will even ruin their own blood, the very element which has kept their language going as a corpse. That is a terrible thing the French people are doing to other people, the frightful cultural brutality of transplanting black people to Europe. It affects France itself worst of all. This has an incredibly strong effect on the blood, the race. This will substantially add to French decadence. The French nation will be weakened as a race. (Steiner, Rudolf. Conferences with the Teachers of the Waldorf School in Stuttgart 1922 to 1923: Volume Three: Being the end of the Fourth Year. (1923) Trans. Pauline Wehrle. Forest Row, U.K.: Steiner Schools Fellowship Publications, pp ) These views fitted in very nicely with the Aryan supremacy theories of the rising Nationalist Socialist movement in Germany in the 1920s. There was even some talk early on of Steiner schools being a suitable vehicle for educating the new German race, but it soon became clear that Steiner s concept of Aryan supremacy was a spiritual and not a material one. Steiner schools were closed down by the Nazis and a number of Anthroposophists had to decamp to Switzerland. However the racist undertones of Steiner s theories did strike a chord with the Nazis and the idea of Germans as the superior survivors of the destruction of Atlantis was taken seriously by some of them, including by Heinrich Himmler. Whether he got his notions directly from Steiner or by a more circuitous route we do not know. Further examples of Steiner s assessment of other races include the following: Very few inventions have been made in Asia. They can assemble things, but as for inventions themselves, that is, that which arises from experience with the external world, the Asians cannot July 2009 Page 8
9 do this. (Steiner, Color and the Races of Humankind Vom Leben des Menschen und der Erde p. 59.) This sort of independent thinking which Europeans develop in dealing with their surroundings, the Asians do not have this. The Japanese will therefore follow all the European inventions, but they will never think up something on their own. (Steiner, Color and the Races of Humankind Vom Leben des Menschen und der Erde p. 59.) Thus it is really very interesting: on the one hand there is the black race, which is the most earthly. When this race goes toward the West, it dies out. Then there is the yellow race, in the middle between the earth and the cosmos. When this race goes toward the East, it turns brown, it attaches itself too much to the cosmos and dies out. The white race is the race of the future, the spiritually creative race. (Steiner, Color and the Races of Humankind Vom Leben des Menschen und der Erde p. 67.) Steiner s theories of colour reinforced the negative European evaluation of black, contrasted with the positive evaluation of white, which informed European racism and did nothing for the self esteem of the darkerskinned people When you see black, when we use black somewhere, it can most easily be used to represent the spiritual image of the lifeless, just as we feel ourselves killed, lamed, when our spirit has to find its place on awakening in black darkness. So one can feel black as the spiritual image of the lifeless. Colour, Part Three: The Creative World of Colour; Lecture III, Colours as Revelations of the Psychic in the World Although Steiner as a person was compassionate to all regardless of race or any other characteristics, and Steiner s ideas on race were based his notion of the spiritual journey of man, they did establish a superior role for his own (Germanic) people and were clearly biased and probably dangerous in the hands of less spiritual individuals. There are unconfirmed allegations of discrimination against children with darker skins in Steiner Schools or annexes in both NSW and Victoria. Prepared by Ian Robinson President, Rationalist Society of Australia and formerly Leader, Curriculum Project Team (Primary) Curriculum Branch Ministry of Education, Melbourne July 2009 Page 9
10 July 2009 Page 10
Aspects of Rudolf Steiner s Theory of the Senses With particular reference to the four lower senses / will senses
Aspects of Rudolf Steiner s Theory of the Senses With particular reference to the four lower senses / will senses GA 45 Anthroposophie Ein Fragment (p. 31) Anthroposophically speaking, we can call everything
More informationESOTERIC COMMUNITY BUILDING IN CAMPHILL COMMUNITIES
ESOTERIC COMMUNITY BUILDING IN CAMPHILL COMMUNITIES Camphill communities provide a home, education, care and support for vulnerable people. They are places in which people live in community. They are places
More informationR. Steiner, The Book of Revelation and the Work of the Priest, Lecture 13, Dornach, 17 Sept. 1924, p :
R. Steiner, The Book of Revelation and the Work of the Priest, Lecture 13, Dornach, 17 Sept. 1924, p.180-183: On the whole people who call themselves liberal or democratic are immensely delighted at being
More information3. The Death Event and the Time after Death
CONTENTS Introduction by Christopher Bamford xi 1. Life between Death and Rebirth Hamburg, February 16, 1916 The connection of the living with the dead. The gradual change of the physical corpse into the
More informationUNITED STATES DISTRICT COURT EASTERN DISTRICT OF CALIFORNIA ) )
Scott M. Kendall, SBN Law Offices of Scott M. Kendall 01 E Stockton Blvd Suite 0 Elk Grove, CA Telephone: () -00 Facsimile: () - Attorneys for Plaintiff UNITED STATES DISTRICT COURT EASTERN DISTRICT OF
More informationThe Path of Spiritual Knowledge Three Kinds of Clairvoyance
The Path of Spiritual Knowledge Three Kinds of Clairvoyance March 27th, 1915 Today I should like to start from something which you have all known fundamentally for a long time: that all spiritual-scientific
More informationHolistic Development of the Young Child through an Integrated Curriculum: Rudolf Steiner s Anthroposophical Research
ASIA-PACIFIC JOURNAL OF RESEARCH IN EARLY CHILDHOOD EDUCATION 2011, Vol.5, No.1, pp.161-170 Copyright 2011 by THE PACIFIC EARLY CHILDHOOD EDUCATION RESEARCH ASSOCIATION ISSN 1976-1961 Holistic Development
More informationThe Lords Prayer and the Beatitudes
The Lords Prayer and the Beatitudes The Lords Prayer and the Beatitudes 1/15/98 Let us begin with the Lord s prayer. How can one do this? The way I should like to do this is to take the indication that
More informationCrossing the Threshold
Living on the edge Crossing the Threshold Working out of the future Friday 29 th- Sunday 31 st August The Christian Community 319 Auburn Road, Hawthorn, Victoria Conference Programme and Content Lectures
More informationEducating the Will Part I Spirit Will and Ethical Individuality
Educating the Will Part I Spirit Will and Ethical Individuality Michael Howard The education and teaching of the future will have to set particular value on the development of the will and feeling nature...feeling
More informationTaoist and Confucian Contributions to Harmony in East Asia: Christians in dialogue with Confucian Thought and Taoist Spirituality.
Taoist and Confucian Contributions to Harmony in East Asia: Christians in dialogue with Confucian Thought and Taoist Spirituality. Final Statement 1. INTRODUCTION Between 15-19 April 1996, 52 participants
More informationA Study of Stylistic Concern Comparing and Contrasting Buddhist and Hindu Sculpture
A Study of Stylistic Concern Comparing and Contrasting Buddhist and Hindu Sculpture Aim Broaden students awareness of the artistic and cultural contributions of artists who lived and worked in the Indus
More informationROOT RACES. A Brief Overview. Compiled by. Campbell M Gold (2010)
ROOT RACES A Brief Overview Compiled by Campbell M Gold (2010) The following material does not reflect, in any way, the Compiler's personal opinion or esoteric viewpoint, and is presented here for academic
More informationLecture 1 Zazen Retreat 1995
Lecture 1 Zazen Retreat 1995 (Nishijima Roshi talks about his fundamental ideas about Buddhism and civilization today. He discusses the relationship between religion and western philosophical thought,
More informationAstronomy and Anthroposophy. Rudolf Steiner s spiritual science has given us a cosmology that is. Year 1, Letter 1 September 1927
Year 1, Letter 1 September 1927 Astronomy and Anthroposophy Rudolf Steiner s spiritual science has given us a cosmology that is in accordance with spiritual law, and through which humankind is once more
More informationThe Spiritual Guidance of the Individual and Humanity
The Spiritual Guidance of the Individual and Humanity Some Results of Spiritual-Scientific Research into Human History and Development by Rudolf Steiner (Berlin 1911) GA 15 Translated by Samuel Desch Anthroposophic
More informationHSC EXAMINATION REPORT. Studies of Religion
1998 HSC EXAMINATION REPORT Studies of Religion Board of Studies 1999 Published by Board of Studies NSW GPO Box 5300 Sydney NSW 2001 Australia Tel: (02) 9367 8111 Fax: (02) 9262 6270 Internet: http://www.boardofstudies.nsw.edu.au
More informationRELIGIOUS EDUCATION POLICY
St Alban s Catholic Primary School RELIGIOUS EDUCATION POLICY Title: Religious Education Policy Policy Agreed: April 2016 Next Review: April 2018 RE Policy FINAL Version Date: 15/4/2016 Page 1 of 12 Table
More informationOur Drift Toward War (Delivered June 15, 1940)
Our Drift Toward War (Delivered June 15, 1940) I have asked to speak to you again tonight because I believe that we, in America, are drifting toward a position of far greater seriousness to our future
More informationThe Essential Titus Burckhardt:
Author of the new release by, The Essential Titus Burckhardt: Reflections on Sacred Art, Faiths, and Civilizations Titus Burckhardt (1908-1984) was one of the most influential writers in the Perennialist
More informationSponsoring Masters: Saint Germain Kuthumi Afra
Sponsoring Masters: Saint Germain Kuthumi Afra Evolution of Consciousness Where are we in our consciousness? How did we get here? The Enigmas of Existence! Highly developed Intellect! Highly developed
More informationAS RELIGIOUS STUDIES 7061/2A
SPECIMEN MATERIAL AS RELIGIOUS STUDIES 7061/2A 2A: BUDDHISM Mark scheme 2017 Specimen Version 1.0 MARK SCHEME AS RELIGIOUS STUDIES ETHICS, RELIGION & SOCIETY, BUDDHISM Mark schemes are prepared by the
More informationMulti-faith Statement - University of Salford
Multi-faith Statement - University of Salford (adapted in parts from Building Good Relations with People of Different Faiths and Beliefs, Inter Faith Network for the UK 1993, 2000) 1. Faith provision in
More informationOctober Portland Oregon
2011 Annual Conference and Members Meeting of the Anthroposophical Society in America Sun Forces Penetrating the Earth artwork by Robert Logsdon Rudolf Steiner s Vision: How can we create a future worthy
More informationWe are called to be community, to know and celebrate God s love for us and to make that love known to others. Catholic Identity
We are called to be community, to know and celebrate God s love for us and to make that love known to others. Catholic Identity My child, if you receive my words and treasure my commands; Turning your
More informationRG: Is it this understanding of Ahriman that led you to create Michaelic Yoga?
Interview with Yeshayahu Ben-Aharon Ph.D. June 9th, 2013 in Fargo, ND, during the workshop "Spiritual Scientific Tasks of 2013" with Dr. Ben-Aharon By Rich Grams of LaCrosse, WI RG: Can you characterize
More informationThis is the published version of a paper published in Correspondences. Online Journal for the Academic Study of Western Esotericism.
http://www.diva-portal.org This is the published version of a paper published in Correspondences. Online Journal for the Academic Study of Western Esotericism. Citation for the original published paper
More informationDharma Dhrishti Issue 2, Fall 2009
LOOKING INTO THE NATURE OF MIND His Holiness Sakya Trizin ooking into the true nature of mind requires a base of stable concentration. We begin therefore with a brief description of Lconcentration practice.
More informationJohn Locke Institute 2018 Essay Competition (Philosophy)
John Locke Institute 2018 Essay Competition (Philosophy) Question 1: On 17 December 1903 Orville and Wilbur Wright's plane was airborne for twelve seconds, covering a distance of 36.5 metres. Just seven
More informationSt Mary Magdalene C of E School with Christ Church C of E Primary School ETHOS POLICIES
St Mary Magdalene C of E School with Christ Church C of E Primary School ETHOS POLICIES 2 Do unto others, as you would have them do unto you. A Koinonia student will go out into the world happy, courageous,
More informationSTATEMENT OF EXPECTATION FOR GRAND CANYON UNIVERSITY FACULTY
STATEMENT OF EXPECTATION FOR GRAND CANYON UNIVERSITY FACULTY Grand Canyon University takes a missional approach to its operation as a Christian university. In order to ensure a clear understanding of GCU
More informationC A R I B B E A N E X A M I N A T I O N S C O U N C I L
C A R I B B E A N E X A M I N A T I O N S C O U N C I L REPORT ON CANDIDATES WORK IN THE SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2009 RELIGIOUS EDUCATION Copyright 2009 Caribbean Examinations
More informationAn Introduction to the Akashic Records
Chapter One An Introduction to the Akashic Records What Are the Akashic Records? The Akashic Records are a dimension of consciousness that contains a vibrational record of every soul and its journey. This
More informationIn the future, under the heading Language of the Consciousness Soul,
Study 1 INTRODUCTION In the future, under the heading Language of the Consciousness Soul, we will find contributions in this periodical (Das Goetheanum). They will deal with anthroposophic activities as
More informationFocus on the Middle School How do Methodological Approaches arise from the Anthroposophical Understanding of the Human Being?
How do Methodological Approaches arise from the Anthroposophical Understanding of the Human Being? Part 1 Claus-Peter Röh translated by Christian von Arnim As it approaches its anniversary, Waldorf education
More informationAKC Lecture 1 Plato, Penrose, Popper
AKC Lecture 1 Plato, Penrose, Popper E. Brian Davies King s College London November 2011 E.B. Davies (KCL) AKC 1 November 2011 1 / 26 Introduction The problem with philosophical and religious questions
More informationWhat are the treasures of your culture for the future? Reflections on Cultural Diversity and Waldorf Education
What are the treasures of your culture for the future? Reflections on Cultural Diversity and Waldorf Education Mary-G. Häuptle, Cape Town, South Africa The experience, the possibility for something to
More informationTo the first questions the answers may be obtained by employing the process of going and seeing, and catching and counting, respectively.
To the first questions the answers may be obtained by employing the process of going and seeing, and catching and counting, respectively. The answers to the next questions will not be so easily found,
More informationBOOK REVIEW. Jeffrey Mishlove, Ph.D. University of Philosophical Research
BOOK REVIEW Jeffrey Mishlove, Ph.D. University of Philosophical Research The Big Book of Near-Death Experiences: The Ultimate Guide to What Happens When We Die, by P. M. H. Atwater. Charlottes ville, VA:
More informationAmong the huge number of problems, which now appear in the
Among the huge number of problems, which now appear in the ality in philosophical, psychological, cultural, and educational and strictly practical aspects. Growing man himself, on the basis of free choice,
More informationRELIGIOUS EDUCATION POLICY
DARTINGTON C of E PRIMARY AND NURSERY SCHOOL RELIGIOUS EDUCATION POLICY Rationale At Dartington, as a Church of England Voluntary Controlled School, we aim to enable children to develop a personal spiritual
More informationReclaiming Human Spirituality
Reclaiming Human Spirituality William Shakespeare Hell is empty and all the devils are here. William Shakespeare, The Tempest "Lord, what fools these mortals be!" William Shakespeare, A Midsummer Night's
More informationPaul Solomon Reading # L FA JDE, Atlanta, GA 02 /16/73
Angels and Inter-dimensional Beings (Excerpts from the Paul Solomon Readings) Excerpt 1 Paul Solomon Reading #0131 - L - 0092 - FA - 0001 - JDE, Atlanta, GA 02 /16/73 Question: We come seeking answers
More informationRudolf Böhmler Member of the Executive Board of the Deutsche Bundesbank. 2nd Islamic Financial Services Forum: The European Challenge
Rudolf Böhmler Member of the Executive Board of the Deutsche Bundesbank 2nd Islamic Financial Services Forum: The European Challenge Speech held at Frankfurt am Main Wednesday, 5 December 2007 Check against
More informationTao Te Ching. Tao Te Ching. Lao Tzu's Timeless Classic for Today. David Tuffley. To my beloved Nation of Four Concordia Domi Foris Pax
Tao Te Ching Lao Tzu's Timeless Classic for Today David Tuffley To my beloved Nation of Four Concordia Domi Foris Pax A leader is best when people barely know he exists, when his work is done, his aim
More informationMorgan Madonna, wood, c. 1175, Romanesque, France, Metropolitan Museum of
H e a li ng M a d on n a s Isis Nursing Horus, limestone, Isis Temple at Gizeh, 664-610 BCE, Princeton University Eirene, Goddess of Peace, marble, 370 BCE, Roman copy of Greek votive statue, Glyptothek,
More informationA Year of Spiritual Awakening
2012 A Year of Spiritual Awakening Support for Your Soul Journey By Andrew and Bonnie Schneider The Soul Journey 2012 Website: Email: support@thesouljourney.com Contents Introduction... 2 The Last and
More informationSECTION 1. What is RE?
SECTION 1 What is RE? 1. The Legal Requirements for Religious Education... 3 2. The Importance of Religious Education... 4 3. The Three Elements of Religious Education?... 5-7 4. The Fundamentals of Religious
More informationThe Hemet Unified School District HISTORY/SOCIAL SCIENCE Content Standards In the Classroom
The Hemet Unified School District HISTORY/SOCIAL SCIENCE Content Standards In the Classroom By the end of sixth grade students will: Describe what is known through archaeological studies of the early physical
More informationBeing a Representative: The only Condition? Source: Anthroposophie Newsletter of the Swiss Anthroposophical Society, May 2014.
1 The Challenges of Christmas 1923 Marc Desaules In the spring and early summer of 2014, Marc Desaules Treasurer and General Secretary of the Swiss Anthroposophical Society spoke of his understanding of
More informationHOLY FAMILY RELIGIOUS EDUCATION POLICY CATHOLIC ACADEMY. Updated October 2015 Louise Wilson. Policy Status:
HOLY FAMILY CATHOLIC ACADEMY RELIGIOUS EDUCATION POLICY Status Current Updated October 2015 Lead Louise Wilson Prepared by Louise Wilson Policy Status: Approved Approved/Awaiting Approval Review Date October
More informationSource. Alice A. Bailey. The New Psychology, part II. From p. 493 to p. 512
Why do we dream? Source Alice A. Bailey The New Psychology, part II From p. 493 to p. 512 THE CONSTITUTION OF MAN Explanation of the Diagram The diagram shows the cosmic physical plane with its seven regions.
More informationT H E O L O G Y. I planted the seed and Apollos watered it, but God made it grow. 1 Cor 3:6
T H E O L O G Y I planted the seed and Apollos watered it, but God made it grow. 1 Cor 3:6 The Theology Department offers an integrated and sequential approach to faith development. A thorough understanding
More information7 Essential Universal Laws for Creating a Successful, Fulfilling and Happy Life
7 Essential Universal Laws for Creating a Successful, Fulfilling and Happy Life An Introductory Guide By Valerie Hardware Potential Unlimited 2015 All rights reserved There are seven primary spiritual
More informationBut I perceived the spiritual world as immediate reality; the spiritual individuality of each person was revealed to me with total
What Rudolf Steiner provided in 1924, beginning with the Christmas Conference and, from February 16 onward, with the karma lectures, was an esoteric training course on karma knowledge that was a direct
More informationBIBLICAL INTEGRATION IN SCIENCE AND MATH. September 29m 2016
BIBLICAL INTEGRATION IN SCIENCE AND MATH September 29m 2016 REFLECTIONS OF GOD IN SCIENCE God s wisdom is displayed in the marvelously contrived design of the universe and its parts. God s omnipotence
More informationTransformative Art & Architecture
Transformative Art & Architecture International Anthroposophical Professional Development Initiative 1 st & 2 nd Year Biosculptural Foundation Studies COURSE DOCUMENT 2019 Chengdu China with Johannes and
More informationNation, Science and Religion in Nehru s Discovery of India
Journal of Scientific Temper Vol.1(3&4), July 2013, pp. 227-231 BOOK REVIEW Nation, Science and Religion in Nehru s Discovery of India Jawaharlal Nehru s Discovery of India was first published in 1946
More informationChrist Church Communiqué
Christ Church Communiqué The Monthly Newsletter of Christ Church July 2006 From Good to Great Introduction What makes for a great church? In part, the answer to this question depends upon how one defines,
More informationPONDER ON THIS. PURPOSE and DANGERS of GUIDANCE. Who and what is leading us?
PONDER ON THIS PURPOSE and DANGERS of GUIDANCE Who and what is leading us? A rippling water surface reflects nothing but broken images. If students have not yet mastered their worldly passions, and they
More informationLesson 4: Anthropology, "Who is Man?" Part I: Creation and the Nature of Man
Lesson 4: Anthropology, "Who is Man?" Part I: Creation and the Nature of Man I. Key Scripture passages for this topic of Bible Doctrine Genesis 1-3 1 Cor. 15:38-41 1 Thes 5:23, Heb 4:12 II. Lesson Notes
More informationTHE JAVIER DECLARATION
THE JAVIER DECLARATION Preamble We, the participants of the First Asia-Europe Youth Interfaith Dialogue held in Navarra, Spain, from the 19 th to the 22 nd November 2006, having discussed experiences,
More informationETHICAL POSITIONS STATEMENT
ETHICAL POSITIONS STATEMENT 2 GCU ETHICAL POSITIONS STATEMENT Grand Canyon University s ethical commitments derive either directly or indirectly from its Doctrinal Statement, which affirms the Bible alone
More informationAdvice Regarding Spiritual Teachers
Advice Regarding Spiritual Teachers Advice Regarding Spiritual Teachers 3 Advice Regarding Spiritual Teachers Introduction FPMT Inc. 1632 SE 11th Avenue Portland, OR 97214 USA www.fpmt.org 2011 FPMT Inc.
More informationPHILOSOPHY DEPARTMENT
PHILOSOPHY DEPARTMENT UNDERGRADUATE HANDBOOK 2013 Contents Welcome to the Philosophy Department at Flinders University... 2 PHIL1010 Mind and World... 5 PHIL1060 Critical Reasoning... 6 PHIL2608 Freedom,
More informationContent of introductory lecture on Hands On Conference in Pilsen, Czech Republik from :
Content of introductory lecture on Hands On Conference in Pilsen, Czech Republik from 11.10.2017: Cultivating Twelve Human Senses and Human Skills. The Legacy of Educational Visionary Jan Amos Komensky.
More informationRudolph Steiner lecture Analysis eighth sphere-excerpts https://beyondthesoulsmeridian.org/2017/07/29/the-eighth-sphere-dissension-in-the-ascensioncommunity/ Well over a hundred years ago Rudolf Steiner
More informationFrom Being to Energy-Being: An Emerging Metaphysical Macroparadigm Shift in Western Philosophy. Preface
Preface Entitled From Being to Energy-Being: 1 An Emerging Metaphysical Macroparadigm Shift in Western Philosophy, the present monograph is a collection of ten papers put together for the commemoration
More informationSocial Studies High School TEKS at School Days Texas Renaissance Festival
World History 1.d Identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the
More informationTHE VALUE OF UNCERTAINTY
Published in The American Theosophist, January 1979 THE VALUE OF UNCERTAINTY Sri Madhava Ashish We journey into the unknown through a trackless jungle. If we are truthful to ourselves, we must admit that
More informationWhat greatly matters is that one releases the. right kind of trust in the child, that one is able to
Religious and Moral Education in the Light of Spiritual Science Rudolf Steiner The following is excerpted from a lecture given by Rudolf Steiner at the Hague on November 4, 1922. It appears for the first
More informationour time so hard and complicated but also rich we have to act out of consciousness for the whole Friday, August 10th 2012
The Threefold Social Organism Freedom for spiritual-cultural life, Equality and Democracy for rights life, Initiative and Solidarity for the economic life 5 lectures by Ulrich Rösch during the Anthroposophical
More information*January Read for This Week s Study: Revelation 4, Ezek. 1:5 14, Revelation 5, Eph. 1:20 23, Heb. 10:12, Acts 2:32 36.
Lesson 4 *January 19 25 Worthy Is the Lamb Sabbath Afternoon Read for This Week s Study: Revelation 4, Ezek. 1:5 14, Revelation 5, Eph. 1:20 23, Heb. 10:12, Acts 2:32 36. Memory Text: Do not weep. Behold,
More informationPath of Devotion or Delusion?
Path of Devotion or Delusion? Love without knowledge is demonic. Conscious faith is freedom. Emotional faith is slavery. Mechanical faith is foolishness. Gurdjieff The path of devotion was originally designed
More informationSAMPLE. Buddhist-Christian dialogue is a vast domain to explore. There can. Introduction. xiii
Buddhist-Christian dialogue is a vast domain to explore. There can be little doubt that the dialogue between these two seemingly most different religions on earth has drawn more interest than that of any
More informationATransformation of the Etheric-Astral
Puberty as the Gateway to Freedom Richard Landl ATransformation of the Etheric-Astral in Puberty ll teachers are familiar with the physical presentation of a young person at puberty: the increasing weightiness
More informationThis War is Not Inevitable
This War is Not Inevitable The background to a new play about the birth of the idea of the Threefold Social Organism in 1917 soon to tour Canada and USA in early 2018 1917 is the centenary year of a number
More informationRussell Delman June The Encouragement of Light #2 Revised 2017
Russell Delman June 2017 The Encouragement of Light #2 Revised 2017 Almost ten years ago, I wrote the majority of this article, this is a revised, expanded version. It is long, if you find it interesting,
More informationPolicy: Religious Education
Philosophy At St John s Meads we believe that Religious Education has a unique and vital role to play within Education. It informs and extends the children s understanding of Christian beliefs and principles
More informationGRADE 11 NOVEMBER 2014 RELIGION STUDIES P1
NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2014 RELIGION STUDIES P1 MARKS: 150 TIME: 2 hours *IRLSDM1* This question paper consists of 7 pages. 2 RELIGION STUDIES P1 (NOVEMBER 2014) INSTRUCTIONS AND
More informationENDS INTERPRETATION Revised April 11, 2014
ENDS INTERPRETATION Revised April 11, 2014 PART 1: MONITORING INFORMATION Prologue to The UUA Administration believes in the power of our liberal religious values to change lives and to change the world.
More informationHow to Make Wise Decisions by Reverend Jaganath Carrera
How to Make Wise Decisions by Reverend Jaganath Carrera As we act, so we become in life. Brihadaranyaka Upanishad Most of us know the importance of good decision making. Decisions can lead to happy or
More informationContents Wisdom from the Early Church
Contents Wisdom from the Early Church Introduction to Being Reformed: Faith Seeking Understanding... 3 Introduction to Wisdom from the Early Church... 4 Session 1. Forming the Christian Bible... 5 Session
More informationCONTENTS. Introduction by Christopher Bamford xiii. Lecture One DORNACH, JANUARY 9, pages Lecture Two DORNACH, JANUARY 10, 1915
CONTENTS Introduction by Christopher Bamford xiii Lecture One DORNACH, JANUARY 9, 1915 The fourfold nature of the I: as something outwardly perceptible; as speech and song; as creative fantasy; as inner
More informationTools for Logical Analysis. Roger Bishop Jones
Tools for Logical Analysis Roger Bishop Jones Started 2011-02-10 Last Change Date: 2011/02/12 09:14:19 http://www.rbjones.com/rbjpub/www/papers/p015.pdf Draft Id: p015.tex,v 1.2 2011/02/12 09:14:19 rbj
More informationExamining the nature of mind. Michael Daniels. A review of Understanding Consciousness by Max Velmans (Routledge, 2000).
Examining the nature of mind Michael Daniels A review of Understanding Consciousness by Max Velmans (Routledge, 2000). Max Velmans is Reader in Psychology at Goldsmiths College, University of London. Over
More informationBIG IDEAS OVERVIEW FOR AGE GROUPS
BIG IDEAS OVERVIEW FOR AGE GROUPS Barbara Wintersgill and University of Exeter 2017. Permission is granted to use this copyright work for any purpose, provided that users give appropriate credit to the
More informationUNITED CHRISTIAN SCHOOL
Employment Application Name Date of Application: Mailing Address Physical Address Contact Information Phone: Email: Teaching Position Full Time Part Time Substitute How did you hear about this position?
More informationEsoteric Cosmology Download Free (EPUB, PDF)
Esoteric Cosmology Download Free (EPUB, PDF) A collection of 18 of Steiner's lectures, here the student will find concise expositions which comprise the spectrum of esoteric wisdom. Topics include astral
More informationThe sacred rays of the Sun are emanations of the Divine Monas
The sacred rays of the Sun are emanations of the Divine Monas Page 1 of 5 First published in The Theosophist, Vol. IV, No. 8, May 1883, p. 202. Republished in Blavatsky Collected Writings, (-DISC) IV pp.
More informationChristian scholars would all agree that their Christian faith ought to shape how
Roy A. Clouser, The Myth of Religious Neutrality: An Essay on the Hidden Role of Religious Beliefs in Theories (Notre Dame: The University of Notre Dame Press, 2005, rev. ed.) Kenneth W. Hermann Kent State
More information2016 CLASSES and WORKSHOPS
1 2016 CLASSES and WORKSHOPS JANUARY SELF-DEVELOPMENT WORKSHOP on FORGIVENESS. 2 SKYPE classes January 18 & 25 (7 9 p.m.). FEBRUARY THE POWER OF YOUR WORD 8 Monday evening SKYPE Classes February 1 - March
More informationPannenberg s Theology of Religions
Pannenberg s Theology of Religions Book Chapter: Wolfhart Pannenburg, Systematic Theology (vol. 1), (Edinburgh: T&T Clark, 1991), Chapter 3 The reality of God and the Gods in the Experience of the Religions
More informationCRITICAL REVIEW OF AVICENNA S THEORY OF PROPHECY
29 Al-Hikmat Volume 30 (2010) p.p. 29-36 CRITICAL REVIEW OF AVICENNA S THEORY OF PROPHECY Gulnaz Shaheen Lecturer in Philosophy Govt. College for Women, Gulberg, Lahore, Pakistan. Abstract. Avicenna played
More informationAcademic argument does not mean conflict or competition; an argument is a set of reasons which support, or lead to, a conclusion.
ACADEMIC SKILLS THINKING CRITICALLY In the everyday sense of the word, critical has negative connotations. But at University, Critical Thinking is a positive process of understanding different points of
More informationStatement on Inter-Religious Relations in Britain
Statement on Inter-Religious Relations in Britain The Inter Faith Network for the UK, 1991 First published March 1991 Reprinted 2006 ISBN 0 9517432 0 1 X Prepared for publication by Kavita Graphics The
More informationUNITED STATES DISTRICT COURT EASTERN DISTRICT OF CALIFORNIA ) ) ) ) ) ) ) ) ) ) )
Scott M. Kendall, SBN 166156 Jonathan P. Huber, SBN 225809 Law Offices of Scott M. Kendall 8788 Elk Grove Boulevard, Bldg. 1, #1 Elk Grove, CA 95642 Telephone: (916) 685-7700 Facsimile: (916) 686-1074
More informationChapter 11. Religion, Education, and Medicine. Religion Education Medicine. McGraw-Hill McGraw-Hill Companies. All Rights Reserved.
Chapter 11 Religion, Education, and Medicine Religion Education Medicine McGraw-Hill 2013 McGraw-Hill Companies. All Rights Reserved. Religion Religion Socially shared and organized ways of thinking, feeling,
More informationGREEN CRESCENT PRIMARY SCHOOL
Green Academy Trust GREEN CRESCENT PRIMARY SCHOOL PROSPECTUS FOR 2010/11 Page 1 of 8 WELCOME TO GREEN CRESCENT PRIMARY SCHOOL PROSPECTUS INFORMATION FOR PARENTS 2010/2011 PRINCIPAL Maulana Abdullah Khan
More informationAnthroposophy Atlanta Branch News, Articles & Events
Anthroposophy Atlanta Branch News, Articles & Events Fall 2017 In this Issue: Michaelmas Celebration Remembering 9/11 Events & Study Groups Hints on How to Meditate (Part 3) Sevenfold View of Anthroposophy
More information