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    ANCIENT MYTHS AND THE NEW ISIS MYSTERY

    ANCIENT MYTHS AND THE NEW ISIS MYSTERY

    “In this series of lectures, Rudolf Steiner repeatedly challenges us to awaken a new way of thinking that can truly penetrate into the social questions surrounding us. As he so often did, Steiner emphasizes how Spiritual Science can, indeed must, address the pressing issues of the day. It might seem strange to some readers that a book with the titleAncient Mythsshould be a call to a new understanding of our modern condition, yet it is through an appreciation of the significance of myths in the lives of ancient peoples that Steiner makes clear the challenges we face in our modern ways of knowing.” —Signe Schaefer

    ARCHITECTURE AS PEACEWORK

    ARCHITECTURE AS PEACEWORK

    The First Goetheanum, Dornach, 1914

    “We need to create an energetic culture of peace—not idle talk of peace, but the real peace that can arise only out of a concrete, mutual understanding of the various individual cultures.”
    —Rudolf Steiner (lecture 2)

    ARCHITECTURE, SCULPTURE, AND PAINTING OF THE FIRST GOETHEANUM

    ARCHITECTURE, SCULPTURE, AND PAINTING OF THE FIRST GOETHEANUM

    “This spiritual science should not be anything abstract, nothing theoretical, nothing unworldly, nothing unreal.... Thus, it had to create for itself an architectural style, a framework that arises from it as a nutshell from a kernel. Of course, one will be able to raise many objections, and they stand before my soul. But one thing was encouraging in a sense; something went through my soul as I worked on this architectural thought in all its details. When I was a very young man in the 1880s, I heard the Viennese architect [Heinrich] von Ferstel, who built the Votive Church in Vienna, give his commencement address about the development of architectural styles. With a certain emphasis, the great architect Ferstel cried out, ‘Architectural styles are not invented; they arise!’ I have always told myself that we live in an age today when everything spiritual has to be transformed in the human soul so that a new architectural style must arise from this transformation of spirit. The possibility of such a thing always stood before my soul.... One learns through encountering reality when not dealing with abstract ideas, symbols, and allegories, but rather with living art and real life. Spiritual Science needs at least the beginnings of a new architectural style and a new artistic language of forms. It may be imperfect [but] present human civilization demands it!” —Rudolf Steiner

    ARTISTIC SENSITIVITY AS A SPIRITUAL APPROACH TO KNOWING LIFE AND THE WORLD

    ARTISTIC SENSITIVITY AS A SPIRITUAL APPROACH TO KNOWING LIFE AND THE WORLD

    Today’s orthodox notions of science—which is to say, of knowing—are exceedingly narrow; they posit, implicitly or otherwise, that the only knowledge possible, if any, is that of the physical world. But the skeleton key to unlocking the door, behind which lies the root of the problems and difficulties of our age, and thus their solution, is to be able to fully answer this question: What is it to know something? This question lies at the foundation of spiritual science. Rudolf Steiner had first to solve it for himself, pointing the way for others to do the same (in, for example, his Philosophy of Freedom), long before he could give such lectures as these.

    CARE FOR THE SOUL

    CARE FOR THE SOUL

    Between Body and Spirit – Psychotherapy Founded on Anthroposophy

    ‘We must draw the slumbering soul away from the darkness of sleep so that it no longer vanishes from its own scrutiny but stands before itself as a being of pure spirit which, in volition, is creatively active through – yet also beyond – the body.’ – Rudolf Steiner

    CONCERNING THE ASTRAL WORLD AND DEVACHAN

    CONCERNING THE ASTRAL WORLD AND DEVACHAN

    “My first lectures within the groups that arose from the theosophical movement had to be adjusted to the soul disposition of those people. They had assimilated theosophic literature and were accustomed to certain modes of expression. Initially, in order to be understood, I had to remain with those modes. Nor was it possible for me to use my own terms until, over the course of time, the work had progressed. As a result, the lecture material as it was made available through notes taken during the first years of the anthroposophic work gives a true, inner picture spiritually. It portrays the path I adopted to gradually make spiritual knowledge known, so that what was closer could lead to an understanding of what was more remote. But this approach must really be seen in light of its inner quality.” —Rudolf Steiner,Autobiography: Chapters in the Course of My Life, 1861–1907(pp. 66–67)

    THE CONNECTION BETWEEN THE LIVING AND THE DEAD

    THE CONNECTION BETWEEN THE LIVING AND THE DEAD

    “What may be seen in the thoughts and memories left behind in the souls of those who love the dead is certainly added to the world that the dead need directly, but it also elevates, improves the existence of the dead. We could compare this to art in the physical world, but there is no comparison, because it is uplifting for the dead, an improvement, in a sense far superior to the way in which art improves the physical world for us. Thus, it has a deep meaning when we unite our thoughts with those of the dead.” (from the first lecture)

    CONSCIOUS SOCIETY

    CONSCIOUS SOCIETY

    Anthroposophy and the Social Question

    Delivered in the context of post-war cultural and social chaos, these lectures form part of Rudolf Steiner’s energetic efforts to cultivate social understanding and renew culture through his innovative ideas based on ‘threefolding’. Steiner develops a subtle and discerning perception of how social dynamics could change and heal if they were founded on real insight into our threefold nature as individuals, social beings and economic participants in the world. He doesn’t offer a programmatic agenda for change, but a real foundation from which change can organically grow.

    EURYTHMY AS VISIBLE SINGING

    EURYTHMY AS VISIBLE SINGING

    ‘The study of music is the study of the human being. The two are inseparable, and eurythmy is the art which brings this most clearly to expression. In these lectures, Rudolf Steiner guides us along a path toward an understanding of the human form as music comes to rest – the movements of eurythmy bringing this music back to life.’ – Dorothea Mier

    EURYTHMY AS VISIBLE SPEECH

    EURYTHMY AS VISIBLE SPEECH

    Following his lecture-course Eurythmy as Visible Singing, these fundamental lectures on speech eurythmy – offered in response to specific requests – gave Rudolf Steiner the opportunity to complete the foundations of the new art of movement. Speaking to eurythmists and invited artists, Steiner connects to the centuries-old esoteric and exoteric Western traditions of ‘the Word’ – the creative power in the sounds of the divine-human alphabet – giving it concrete form and expression in the performing arts, education and therapy.

    EURYTHMY, ITS BIRTH AND DEVELOPMENT

    EURYTHMY, ITS BIRTH AND DEVELOPMENT

    ‘This gave my mother the opportunity of mentioning to Dr Steiner an idea… Could one affect the physical body in a healing, strengthening and regulating way through certain rhythmical movements of the etheric body – which after all was the centre of all that was rhythmical – as well as of health and illness? Dr Steiner not only enthusiastically affirmed this possibility, but spontaneously declared himself ready to give the necessary directions which I could then work out with my mother’s help.’ – Lory Maier-Smits

    THE FIRST CLASS LESSONS AND MANTRAS

    THE FIRST CLASS LESSONS AND MANTRAS

    The Michael School Meditative Path in Nineteen Steps

    "Initiation is precisely this: that we are able to see from the other side of the threshold. There, seeing is not just looking but is also reading. We read the spiritual deeds of spiritual beings who have brought everything into existence. And if we read long enough in this silence, if we put our heart and soul into this reading, we begin to hear in the spirit, and then the gods speak to us. And when the gods speak to us we are within the spiritual world." —Rudolf Steiner (April 25, 1924)

    THE FIRST CLASS OF THE MICHAEL SCHOOL

    THE FIRST CLASS OF THE MICHAEL SCHOOL

    Recapitulation Lessons and Mantras

    Recapitulation Lessons given in Prague, Berne, Breslau, London, and Dornach, 1924 (CW 270)

    FOUNDATIONS OF ESOTERICISM

    FOUNDATIONS OF ESOTERICISM

    ‘It is a cosmic law that what has once taken place can never vanish, but must reappear later in a metamorphosed form. Every thought, feeling and action brought about by man does not only affect the world around him but will re-appear in the future…’ (From the Preface)

    GROWING OLD

    GROWING OLD

    The Spiritual Dimensions of Ageing

    ‘And that is one thing we need to relearn, that all of life brings its gifts – not only the first two or three decades.’ – Rudolf Steiner

    IMAGINATION

    IMAGINATION

    Enhancing the Powers of Thinking

    Rudolf Steiner differentiated clearly between the spiritual concept of Imagination and our everyday understanding of the word. As living, pictorial thinking, Imagination is a primary aspect of the contemporary path of inner schooling – the first of three levels of initiate knowledge and cognition. Imagination leads us into a world of flowing, living pictures: a realm of soul and spirit in which everything is in continual movement.

    INITIATIVE

    INITIATIVE

    The karmic spiritual impulse of the followers of Michael

    How Ahriman works into personal intelligence

    ‘Be a person of initiative, and take care that the hindrances of your own body, or hindrances that otherwise confront you, do not prevent you from finding the centre of your being, where the source of your initiative lies. Likewise, you will find that all joy and sorrow, all happiness and pain, depend on finding or not finding your own individual initiative. – Rudolf Steiner, Dornach, 4 August 1924

    INTUITION

    INTUITION

    The Focus of Thinking

    Rudolf Steiner draws a clear distinction between the spiritual meaning of the word Intuition and its ordinary definition. As the highest form of spiritual perception, Intuition has an existential significance for our process of knowledge. Through systematic schooling, thinking can be developed into an intuitive organ by means of which the spiritual can consciously be understood and penetrated. Intuition can reveal the essence of the spirit, the processes through which human beings and the world came into existence, and the events in our life after death. In his later works, Steiner spoke of Intuition as a form of supersensible knowledge that could provide direct insight into practical life, as exemplified here in his commentary on geometry, architecture, education, medicine, eurythmy, painting and the social organism.

    KUNDALINI

    KUNDALINI

    Spiritual Perception and the Higher Element of Life

    In Hindu tradition, the concept of kundalini refers to a form of primal energy located at the base of the spine. Through traditional Eastern methods, efforts were made to ‘awaken’ the kundalini in order to achieve transformed consciousness. Rudolf Steiner offers an entirely new perspective, integrating the kundalini idea into his spiritual philosophy. This anthology contains all relevant comments and notes by Steiner on the theme, highlighting how his thinking evolved. At the same time, it accentuates the differences – and similarities – between Western and Eastern spiritual paths, and in the process reveals what is new and original about Steiner’s esoteric teachings.

    LETTERS AND DOCUMENTS

    LETTERS AND DOCUMENTS

    1901-1925

    Marie Steiner von Sivers

    ‘I send you fondest thoughts on your birthday. On this day I will think a lot of all the beautiful things which were, and are contained in our work together, and which now always stand so beautifully before my inner eye when I describe them. Let me assure you that I write this description with love.’ – Rudolf Steiner to Marie Steiner, 13 March 1925

    MEDITATIONS

    MEDITATIONS

    for Courage and Tranquillity

    The Heart of Peace

    As a spiritual teacher, Rudolf Steiner wrote many inspired and beautifully-crafted verses. Often they were given in relation to specific situations or in response to individual requests; sometimes they were offered simply to assist in the process of meditation. Regardless of their origins, they are uniformly powerful in their ability to connect the meditating individual with spiritual archetypes. Thus, the meditations provide valuable tools for developing experience and knowledge of subtle dimensions of reality.

    MEDITATIONS

    MEDITATIONS

    for Times of Day and Seasons of the Year

    Breathing the Spirit

    As a spiritual teacher, Rudolf Steiner wrote many inspired and beautifully-crafted verses. Often they were given in relation to specific situations or in response to individual requests; sometimes they were offered simply to assist in the process of meditation. Regardless of their origins, they are uniformly powerful in their ability to connect the meditating individual with spiritual archetypes. Thus, the meditations provide valuable tools for developing experience and knowledge of subtle dimensions of reality.

    MEDITATIONS  FOR HARMONY AND HEALING

    MEDITATIONS FOR HARMONY AND HEALING

    Finding The Greater Self

    As a spiritual teacher, Rudolf Steiner wrote many inspired and beautifully-crafted verses. Often they were given in relation to specific situations or in response to individual requests; sometimes they were offered to assist generally in the process of meditation. Regardless of their origins, they are uniformly powerful in their ability to connect the meditating individual with spiritual archetypes. Thus, the meditations provide valuable tools for developing experience and knowledge of subtle dimensions of reality.

    MEDITATIONS FOR THE DEAD

    MEDITATIONS FOR THE DEAD

    Connecting to those who have Died

    As a spiritual teacher, Rudolf Steiner wrote many inspired and beautifully-crafted verses. Often they were given in relation to specific situations or in response to individual requests; sometimes they were offered to assist generally in the process of meditation. Regardless of their origins, they are uniformly powerful in their ability to connect the meditating individual with spiritual archetypes. Thus, the meditations provide valuable tools for developing experience and knowledge of subtle dimensions of reality.

    THE MICHAEL MYSTERY

    THE MICHAEL MYSTERY

    From the time of the Foundation Meeting of the Anthroposophical Society (Dornach, Christmas to the New Year, 1923–24) until his death shortly before Easter 1925, Rudolf Steiner wrote a weekly letter addressed to the members of the Anthroposophical Society. The letters were printed in the members' supplement to the Goetheanum Weekly and in its English edition, Anthroposophical Movement.

    THE MYSTERY OF THE TRINITY

    THE MYSTERY OF THE TRINITY

    Mission of the Spirit (CW 214)

    8 lectures in Dornach, Oxford, and London, July and August 1922 (CW 214) Revised and Updated 2nd Edition.

    THE NIGHT

    THE NIGHT

    as a Wellspring of Strength

    Sleep, Spiritual Encounters and the Starry Firmament

    ‘I fall asleep. Until I awaken my soul will be in the world of spirit, and there will meet the guiding impulse-giver of my earthly life, my genius, who dwells in the world of spirit, hovering round my head…’ – Rudolf Steiner

    RHYTHMS OF LEARNING

    RHYTHMS OF LEARNING

    (Revised second edition) Introduction by Roberto Trostli

    What Waldorf Education Offers Children, Parents, and Teachers

    “The primary task of a Waldorf teacher is to understand the human being in body, soul, and spirit. The approach, the curriculum, and the methods of an education that can address the whole child will grow from this understanding.” —Roberto Trostli

    RUDOLF STEINER SPEAKS TO THE BRITISH

    RUDOLF STEINER SPEAKS TO THE BRITISH

    Lectures and Addresses in England and Wales

    As demonstrated by the contents of this book, Rudolf Steiner was able to speak to the British in a very direct and lively way. He did not need to give a long introductory build-up to his main theme, as was expected of him in Germany for instance, but could refer immediately to esoteric ideas.

    SELF-DOUBT

    SELF-DOUBT

    Depression, Anxiety Disorders, Panic and Fear

    Threshold experiences, crises of the soul and healing on the anthroposophical path

    Mental and emotional disorders have reached epidemic levels in Western societies. Self-doubt, panic-attacks, anxiety disorders and personal fears of all kinds present major challenges to contemporary medical science. Rudolf Steiner’s spiritual research offers a startlingly original and complementary contribution to the problem. True insight into psychological issues requires knowledge of the influences of spiritual beings, he suggests. In everyday life we are all confronted with metaphysical entities that can hinder or progress our development. Many forms of anxiety and self-doubt derive from such meetings on the border – or threshold – of our consciousness. Further, these ‘threshold experiences’ are exacerbated today by a general loosening of the subtle bodies and components of the human soul.

    SEXUALITY, INNER DEVELOPMENT,  AND COMMUNITY LIFE

    SEXUALITY, INNER DEVELOPMENT, AND COMMUNITY LIFE

    Ethical and Spiritual Dimensions of the Crisis in the Anthroposophical Society in Dornach, 1915

    7 lectures, Dornach, September 10–16, 1915 (CW 253)

    “These lectures and documents from the summer and fall of 1915 were a response to a crisis in the Anthroposophical Society, a crisis Rudolf Steiner wanted the membership to be aware of. In part, the crisis was provoked by Alice Sprengel, a long-time student of Rudolf Steiner, and her reaction to the marriage of her spiritual teacher to Marie von Sivers. Her expectations, the exact nature of which is not quite clear, were connected to the important role she felt herself playing in the anthroposophical movement. Faced with the close working relationship and then the marriage of Rudolf Steiner and Marie von Sivers in the winter of 1914, Alice Sprengel not only sent personal letters to both but also brought her disappointment and sense of abandonment to the attention of other members of the Anthroposophical Society.”
    “She also had a close relationship to Heinrich and Gertrud Goesch, a couple whose interest in Rudolf Steiner’s work was matched by an equally strong fascination with the then-emerging psychoanalytical school of Sigmund Freud. Influenced by Alice Sprengel and his own inner uncertainties, Heinrich Goesch accused Rudolf Steiner, both privately and publicly, of manipulating the membership of the Anthroposophical Society into a dependent status.” —Christopher Schaefer, PhD (from the introduction)

    SOCIAL THREEFOLDING

    SOCIAL THREEFOLDING

    Rebalancing Culture, Politics & Economics

    An Introductory Reader

    In the aftermath of the devastating First World War, Rudolf Steiner gained a reputation as a leading social thinker. One mainstream reviewer of his book Towards Social Renewal referred to it as ‘… perhaps the most widely read of all books on politics appearing since the war’. Steiner’s proposals for the reconstruction of Europe and the rebuilding of society’s crumbling social structure were thus publicly discussed as a serious alternative to both Communism and Capitalism.

    TOWARD A NEW THEORY OF ARCHITECTURE

    TOWARD A NEW THEORY OF ARCHITECTURE

    The First Goetheanum in Pictures

    “Yes, we really did try to carry out an architectural program here that was unprecedented, but it had to happen. If others hadn’t dared to do such a thing at various times, there never would have been progress in the evolution of humanity.” —Rudolf Steiner

    TOWARD A PHENOMENOLOGY OF THE ETHERIC WORLD

    TOWARD A PHENOMENOLOGY OF THE ETHERIC WORLD

    Investigations into the Life of Nature and Man

    “It is not the task of science to propound questions; its task is rather to observe them carefully as they are posed by human nature and the culture of a particular time, and to answer them.”

    TOWARD IMAGINATION

    TOWARD IMAGINATION

    Culture and the Individual

    7 lectures, Berlin, June 6 - July 18 (CW 169)

  • NEW AND FORTHCOMING BOOKSOTHER AUTHORS

    THE ANTHROPOSOPHICAL SOCIETY

    THE ANTHROPOSOPHICAL SOCIETY

    The Understanding and Continued Activity of the Christmas Conference

    Edited by Peter Selg and Marc Desaules

    “ . . . we are faced today with the need to turn the Society into a being that is active and effective in the world.” —Rudolf Steiner, November 1922

    ART AND HUMAN CONSCIOUSNESS

    ART AND HUMAN CONSCIOUSNESS

    Gottfried Richter

    “Gottfried Richter's Art and Human Consciousness is a significant book because it illustrates a way of reading art experientially, whereby the art object is an expression of a particular epoch's human experience and consciousness, particularly in regard to spiritual experience.” —Impressions, 1988

    AUTUMN SONGBOOK

    AUTUMN SONGBOOK

    Seasonal Verses, Poems and Songs for Children, Parents and Teachers

    An Anthology for Family, School, Festivals and Fun!

    Sally Schweizer

    This treasure trove of an anthology is full to the brim with songs and seasonal verses that will delight children and encourage them to sing and play. Illustrated throughout with colour images, the Autumn Songbook features five thematic sections: ‘Animals and Birds’, ‘Farming-Harvest’, ‘Festivals & Related Themes’, ‘Weather’, and ‘Spooks, Riddles & Odd Things’. Providing ample material for teachers and parents, the book also includes selections of rhyming words, commentary on the significance of repetition, rhythm and beat, suggestions for incorporating movement and gesture, and practical teaching and parenting tips.

    THE CHILD AS A SENSE ORGAN

    THE CHILD AS A SENSE ORGAN

    An Anthroposphic Understanding of the Imitation Processes

    Peter Selg

    “Because children’s ability to observe and perceive is unconscious, one does not notice how intensely and deeply the impressions coming from the surroundings enter their organization—not so much by way of various specific senses as through the general ‘sensory being’ of the child. It is generally known that the formation of the brain and of the nerves is completed by the change of teeth. During the first seven years, children’s nerve-and-sense organization, in its plasticity, could be likened to soft wax. During this time, not only do children receive the finest and most intimate impressions from the surroundings, but also, through the working of energy in the nerve-and-sense system, everything received unconsciously radiates and flows into the blood circulation, into the firmness and reliability of the breathing process, into the growth of the tissues, and into the formation of the muscles and skeleton. By means of the nerve-and-sense system, the body of children becomes like an imprint of the surroundings and, particularly, of the morality inherent in them.” —Rudolf Steiner
    (Waldorf Education and Anthroposophy 2, p. 68)

    CHILDHOOD ILLNESSES AND IMMUNIZATION

    CHILDHOOD ILLNESSES AND IMMUNIZATION

    Anthroposophic Ideas to Ensure the Wellbeing of Our Children in This Digital Age

    Ross Rentea

    Mark Kamsler and Andrea Rentea

    “This book, a highly researched yet accessible body of work, explains how current influences, primarily immunizations, infiltrate the child’s organism and make growing up more difficult. The book, however, then also offers many practical ways to overcome those hurdles. Supporting the health of the developing child with anthroposophic education and anthroposophic medicine will thus ‘soften’ the blow to the archetypical, desired development. The authors show dedication, integrity and clarity throughout the book.”
    — Mary Jo Oresti, MA, Founding member of the Educational Support Program at the Detroit Waldorf School and Director and founding member of the Teacher Educational Support Program, an international professional development program sponsored by the Association for a Healing Education.

    COLOUR, HEALING AND THE HUMAN SOUL

    COLOUR, HEALING AND THE HUMAN SOUL

    Understanding colours and using them for health and therapy

    Gladys Mayer

    In a delightful study – originally comprising two separate booklets – the accomplished artist and teacher Gladys Mayer explains that colour is nothing other than the very substance of the soul. Just as the body is made up of mineral, water, air and warmth, so the soul is made up of colour. This is revealed in the emotions of sadness and joy and the many shades in between, as expressed in human language – for example: ‘seeing red’, ‘rose-coloured spectacles’ and ‘jaundiced view’.

    COMMENTARY ON RUDOLF STEINER'S AGRICULTURE COURSE

    COMMENTARY ON RUDOLF STEINER'S AGRICULTURE COURSE

    From the Paul W. Scharff Archive

    Paul W. Scharff

    In these eight lectures, Dr. Scharff offers a profound overview of biodynamic methods, including the philosophy and esoteric foundations, as well as the most practical matters. In lecture 5, for example, he delves deeply into the biodynamic preparations discussed by Rudolf Steiner in his Agriculture Course, exploring each one individually:
    500 – manure placed in the sheath of a horn
    501 – silica placed in the sheath of a horn
    502 – yarrow placed in the sheath of a bladder
    503 – chamomile placed in the sheath of an intestine
    504 – nettle placed in the sheath of peat-earth
    505 – oak bark placed in the sheath of a skull
    506 – dandelion placed in the sheath of the mesentery
    507 – valerian scattered in the sheath of the air

    CONVERSATIONS WITH SAUL BELLOW ON ESOTERIC-SPIRITUAL MATTERS

    CONVERSATIONS WITH SAUL BELLOW ON ESOTERIC-SPIRITUAL MATTERS

    A Publisher’s Recollections

    Stephen E. Usher

    “The unending cycle of crises that began with the First World War has formed a kind of person, one who has lived through terrible, strange things, and in whom there is an observable shrinkage of prejudices, a casting off of disappointing ideologies, an ability to live with many kinds of madness, an immense desire for certain durable human goods—truth, for instance, or freedom, or wisdom. I don’t think I am exaggerating; there is plenty of evidence for this.... The intelligent public is...waiting to hear from art what it does not hear from theology, philosophy, social theory, and what it cannot hear from pure science. Out of the struggle...has come an immense, painful longing for a broader, more flexible, fuller, more coherent, more comprehensive account of what we human beings are, who we are, and what this life is for.” —Saul Bellow, Nobel Lecture, 1976

    EDUCATION FOR NONVIOLENCE

    EDUCATION FOR NONVIOLENCE

    The Waldorf Way

    Torin M. Finser PhD

    Education for Nonviolence describes how we can actually do something about our increasingly violent world. Few in the media draw a clear connection between the all-too-frequent tragedies we hear and read about in the news each day and the way as parents and teachers we raise and educate our children. Abstract concepts, rote learning, and standardized tests cannot develop the emotional and social intelligence our children need later in life to build relationships, contribute to society, and succeed in the workplace. The author describes how Waldorf independent and charter schools provide much-needed pathways toward wholeness—sensory and nature-based education; the arts; character education; community building; traditions of hospitality; meeting the needs of boys...to name just a few of the topics covered in this book.

    ELISABETH VREEDE

    ELISABETH VREEDE

    Adversity, Resilience, and Spiritual Science

    Peter Selg

    Rudolf Steiner entrusted the Esoteric Section and the Mathematics and Astronomy Section at the Goetheanum in Dornach, Switzerland, to Elisabeth Vreede (1879–1943) because of her special abilities. He commented, “Miss. Vreede is one of the people who best understand my lectures.” Elisabeth Vreede was recognized as the “esoterically educated” member of Steiner’s governing body.

    EUROPE

    EUROPE

    A Cosmic Picture

    Maria Schindler

    European thought and culture has had an enduring impact worldwide – but Europe has also been a focus of conflict and war on a global scale. With its international influence, Europe bears a responsibility, in example and practise, for humanity’s further development.

    THE FALSE DOOR BETWEEN LIFE AND DEATH

    THE FALSE DOOR BETWEEN LIFE AND DEATH

    Supporting Grieving Students, Teachers, and Parents

    Torin M. Finser

    When a school community loses a child, parent, or teacher, the experience can be devastating to the whole community. Few things in life can prepare anyone for such a tragedy. Teachers and parents often struggle with how to speak with the children and may have important questions, such as:
    What is the best way to work with grief?
    What happens after death?
    How can we stay connected?
    Working through shock, grief, and even depression is a necessary step in life following a death in one’s community.

    THE ISENHEIM ALTARPIECE

    THE ISENHEIM ALTARPIECE

    History – Interpretation – Background

    Michael Schubert

    “It is a well-known fact that The Isenheim Altarpiece has in the past been seen as having central significance as a ‘medium for healing’ by the Antonites. To what extent this function has taken hold again in our ‘modern’ times can be seen not only in the steadily growing numbers of visitors, but also in the fact that this book had to be republished after such a short time.” —Michael Schubert (preface to 2nd ed.)

    LOOK AT WHAT WE CAN BECOME

    LOOK AT WHAT WE CAN BECOME

    Portraits of Five Michaelic Individuals

    Neill Reilly

    Neill Reilly presents portraits, rather than biographies, of five remarkable individuals:
    Fritz Koelln
    John Fentress Gardner
    Lee Lecraw
    Marjorie Spock
    William Ward

    OBSERVING NATURE’S SECRET

    OBSERVING NATURE’S SECRET

    Practical Exercises for Perceiving Soul and Spirit

    Roger Druitt

    ‘[The student] should look at the world with keen, healthy senses and quickened power of observation, and then give himself up to the feeling that arises within him… This feeling penetrates the superficial aspect of things and in so doing touches their secrets.’ – Rudolf Steiner

    THE ONE OF THE EMERALD TABLET

    THE ONE OF THE EMERALD TABLET

    Illuminating Ancient Cryptic Truths

    Anna Lups

    “Interpreting the final drawing from the Child Artist is for me the beginning of an exploration into the meaning of this exquisite gift he placed in my hands. As in the Gnostic myth, it involves a polarity. The Good and the Evil present themselves in their balanced capacity. Humanity meets the devouring monster and can slay it only after many painful sojourns into the depth of the Earth. On the horizontal plane, the domain of darkness, cacophony, and false gods, the overpowering jaws can annihilate me. It attacks my life force; it comes to me in the guise of a huge head with ferocious teeth; its small triangular body is chaotic, and the limbs are rudimentary. Is this me? The question lingers: Who can be identified as the Child Artist? Still in our midst, how can he be met? Do we want to pave a way to better listening and understanding?” (from the book)

    PARABLES

    PARABLES

    Torin M. Finser

    “One could say that a parable contains a larger lesson in a bite-sized portion. Using other words, a parable is a simple short story used to illustrate a moral or spiritual lesson.... The word parable can be traced back to Middle English and Old French origins as parabole and to the ecclesiastical Latin sense of parabola, meaning “discourse, allegory, or comparison.”... Parables use comparison, allegory, imagery, analogy, or a short story to convey a larger meaning.” (from the book)

    RUDOLF STEINER

    RUDOLF STEINER

    A Biography

    Christoph Lindenberg

    NEW IN PAPERBACK

    RUDOLF STEINER'S ESOTERIC TEACHING ACTIVITY

    RUDOLF STEINER'S ESOTERIC TEACHING ACTIVITY

    Truthfulness, Continuity, New Form

    Hella Wiesberger

    These accounts by Hella Wiesberger (1920–2014) offer an overview of the nature, background, and history of Rudolf Steiner's esoteric teaching activity. This book is the result of her lifelong study of this aspect of Steiner’s work, including documents she oversaw as an editor of Rudolf Steiner’s Collected Works. Wiesberger’s collegial relationships with certain esoteric students also helped her illumine some of Steiner’s less accessible documents.

    RUDOLF STEINER, LIFE AND WORK

    RUDOLF STEINER, LIFE AND WORK

    1919–1922: Social Threefolding and the Waldorf School (Vol. 5)

    Peter Selg

    “Any dependence of the spiritual life on the economic life and on the public life must cease. The spiritual life must stand on its own ground. Then it will be able to give to the economic life and to the public life what neither of them can give to the spiritual life. This is immensely important! We can become fully human only when we work on the basis of an independent spiritual life.” —Rudolf Steiner (Polarities in the Evolution of Mankind)

    RUDOLF STEINER, LIFE AND WORK

    RUDOLF STEINER, LIFE AND WORK

    1919–1922: Social Threefolding and the Waldorf School (Vol. 5)

    Peter Selg

    “Any dependence of the spiritual life on the economic life and on the public life must cease. The spiritual life must stand on its own ground. Then it will be able to give to the economic life and to the public life what neither of them can give to the spiritual life. This is immensely important! We can become fully human only when we work on the basis of an independent spiritual life.” —Rudolf Steiner (Polarities in the Evolution of Mankind)

    RUDOLF STEINER, LIFE AND WORK

    RUDOLF STEINER, LIFE AND WORK

    Volume 6 - 1923: The Burning of the Goetheanum

    Peter Selg

    “Try to become one with the world—that will be the best and most important ‘program’. It is something that cannot be contained in statutes but needs to burn in our hearts as a flame.” —Rudolf Steiner

    RUDOLF STEINER, LIFE AND WORK

    RUDOLF STEINER, LIFE AND WORK

    Volume 6 - 1923: The Burning of the Goetheanum

    Peter Selg

    “Try to become one with the world—that will be the best and most important ‘program.’ It is something that cannot be contained in statutes but needs to burn in our hearts as a flame.” —Rudolf Steiner

    RUDOLF STEINER, LIFE AND WORK

    RUDOLF STEINER, LIFE AND WORK

    Volume 7 - 1924-1925: The Anthroposophical Society and the School for Spiritual Science

    Peter Selg

    In the seventh and final volume in his comprehensive biography of Rudolf Steiner, Peter Selg describes Steiner's final months on Earth. Although his health was beginning to decline, 1924 was arguably his most productive and fruitful year. It saw a new beginning for the Anthroposophical Society, as well as the beginnings of the Esoteric School and the School for Spiritual Science, both of which continue to constitute the heart of the Society's core mission in the world.

    RUDOLF STEINER, LIFE AND WORK

    RUDOLF STEINER, LIFE AND WORK

    Volume 7 - 1924-1925: The Anthroposophical Society and the School for Spiritual Science

    Peter Selg

    In the seventh and final volume in his comprehensive biography of Rudolf Steiner, Peter Selg describes Steiner's final months on Earth. Although his health was beginning to decline, 1924 was arguably his most productive and fruitful year. It saw a new beginning for the Anthroposophical Society, as well as the beginnings of the Esoteric School and the School for Spiritual Science, both of which continue to constitute the heart of the Society's core mission in the world.

    SCHOOL OF THE ELEMENTAL BEINGS

    SCHOOL OF THE ELEMENTAL BEINGS

    Karsten Massei

    Is the world around us alive or is it dead? If the widely held belief were true—that matter is the basis of all we know as reality—then life would make no sense. The world would essentially be dead—an absurd notion! What we know as life would be an unexplainable phenomenon, an astounding but accidental miracle. Does this sound familiar? In the undeniable presence of life, this belief can never truly make sense. It demands faith. Thus materialism is superstition. If we dare to entertain the notion—albeit akin to a modern heresy—that life (being), not matter, is the foundation of what we know as reality, then both matter and life make perfect sense.

    SEX EDUCATION AND THE SPIRIT

    SEX EDUCATION AND THE SPIRIT

    Understanding Our Communal Responsibility for the Healthy Development of Gender and Sexuality within Society

    Lisa Romero

    A healthy relationship to gender and sexuality supports our well-being, both as individuals and as a community. The form of sex education that we bring to children and adolescents not only needs to combat the inner disturbances and imbalances created by social media and exposure to pornography—as the most prevalent sources of implicit sex-education in our time—but it also needs to serve them in cultivating useful capacities with which to meet the growing societal changes around this fundamental aspect of being human.

    SPIRIT-LED COMMUNITY

    SPIRIT-LED COMMUNITY

    Healing the Impact of Technology

    Lisa Romero

    Most of us believe that our potential for inner liberation and true freedom lies in the inner world of our capacities for thinking, feeling, and self-determined will. However, discovering how unfree we actually are has always been one of the necessary steps in awakenings on the inner development path. The foundations of our inner freedom, as well as our inner unfreedom, are greatly influenced during the years of child development.

    SPIRITUAL FRIENDSHIP

    SPIRITUAL FRIENDSHIP

    Rudolf Steiner and Christian Morgenstern

    Peter Selg

    “Their complete understanding of each other and those two great spirits passing into each other created an atmosphere, perceptible to all, that had bearing force and radiated hope for the future.” —Marie Steiner-von Sivers

    SPRING SONGBOOK

    SPRING SONGBOOK

    Seasonal Verses, Poems and Songs for Children, Parents and Teachers

    An Anthology for Family, School, Festivals and Fun!

    Sally Schweizer

    This treasure trove of an anthology is full to the brim with songs and seasonal verses that will delight children and encourage them to sing and play. Illustrated throughout with colour images, the Spring Songbook features four thematic sections: ‘Animals and Birds’, ‘Nature’, ‘Dancing and Games’ and ‘International Greetings and Foreign Languages’. Providing ample material for teachers and parents, the book also includes selections of rhyming words, commentary on the significance of repetition, rhythm and beat, suggestions for incorporating movement and gesture, and practical teaching and parenting tips.

    SUMMER SONGBOOK

    SUMMER SONGBOOK

    Seasonal Verses, Poems and Songs for Children, Parents and Teachers

    An Anthology for Family, School, Festivals and Fun!

    Sally Schweizer

    This treasure trove of an anthology is full to the brim with songs and seasonal verses that will delight children and encourage them to sing and play. Illustrated throughout with colour images, the Summer Songbook features four thematic sections: ‘Animals and Birds’, ‘Nature’, ‘Dancing, Rounds and Games’ and ‘Silly Verses’. Providing ample material for teachers and parents, the book also includes selections of rhyming words, commentary on the significance of repetition, rhythm and beat, suggestions for incorporating movement and gesture, and practical teaching and parenting tips.

    THE WARMTH MEDITATION

    THE WARMTH MEDITATION

    A Path to the Good in the Service of Healing

    Peter Selg

    Rudolf Steiner wrote the text of the “Warmth Meditation” on two sheets of A4 paper in neat handwriting and without revisions or corrections, complete with two small, sketch-like drawings. He gave the meditation to the medical student Helene von Grunelius in early 1923 and “described it as the way for medical practitioners to behold the etheric Christ.” It was intended for use by her and her circle of friends in their medical studies. The warmth meditation became their central esoteric medical meditation and has been maintained and practiced by countless individuals during the past eight decades, becoming for many the existential core of their therapeutic practice and perspective.

    WINTER SONGBOOK

    WINTER SONGBOOK

    Seasonal Verses, Poems and Songs for Children, Parents and Teachers

    An Anthology for Family, School, Festivals and Fun!

    Sally Schweizer

    This treasure trove of an anthology is full to the brim with songs and seasonal verses that will delight children and encourage them to sing and play. Illustrated throughout with colour images, the Winter Songbook features four thematic sections: ‘Christmas’, ‘Winter Indoors’, ‘Wintry Weather’ and ‘Winter Outdoors’. Providing ample material for teachers and parents, the book also includes selections of rhyming words, commentary on the significance of repetition, rhythm and beat, suggestions for seasonal stories, and practical teaching and parenting tips.

    WITH STARS IN THEIR EYES

    WITH STARS IN THEIR EYES

    Brain Science and Your Child’s Journey toward the Self

    Sharifa Oppenheimer

    In this book readers will find not only a heart-filled rendering of the gentle ways young children have been traditionally raised and educated, but also cutting-edge research that supports these practices. With love as the foundation, and through the neural tapestry created by joyful movement, music, art, stories, and play, we feed and bathe the brain of the young child. These deep connections with life are woven together during childhood to become the wholeness we call “I”.