"It is a simple but essential principle: education aims at the future, at a time that we as educators do not yet know and cannot foresee. The challenges that will confront the children in the future are not those of the past-of our past, of our life story and our horizon. Times change, so do the realities of life, and in our times they change quickly and dramatically. Education aims at the future and that puts us as educators in a difficult situation: this future is not-or is only to an extent-identical with our past, with our life experiences. My youth, your youth: they are not identical with the adolescent constitution and life reality toward which we currently have to direct our educational efforts. Yet educate we must, and educating means preparing for a future." -Peter Selg (from the book) Schools reflect the state of society. If society is materialistic, competitive, egoistic, technological, and without concern for human values and long-term thinking, our schools will tend to reflect those values. However, what if education were about something else? What if education were about the future? What if education were a about nurturing a new generation of human beings, integrated in body, soul, and spirit and able to think for themselves and have the capacity to love? Perhaps the world would change. The Waldorf school, initiated and guided in 1919 by Rudolf Steiner, was conceived with precisely such an end in view. In this passionate, inspiring, and moving book, Peter Selg, speaks from a deep knowledge of Anthroposophy and from his extensive experience as a child psychiatrist. He returns to the original impulses behind the first Waldorf school to show their continuing validity and how they still respond to what we need. From this view, Waldorf education is future-oriented, based on a holistic worldview and cosmology that is humanistic, scientific, and spiritual, and develops through a curriculum and a teacher-student relationship based on love. Its focus is the miracle of the developing human being. Recognizing the equal importance of thinking, feeling, and willing, Waldorf education works through bodily movement and art, as well as through intellect and mind. Waldorf Education is not a theory but a living reality, and Selg brings this reality to life before us through the biography of the first Waldorf school. Thus, we learn to see it in a new way-in its essence, as a healing model of what education might become if the primary relationship, the inner core of a school, is the free relationship between teacher and student. As Steiner wrote: "It is our task as teachers and educators to stand in awe of the individuality of the student and offer our help so that it can follow the laws of its own development. We are merely called upon to remove any obstacles in body or soul that might hinder the individuality from realizing its potential freely." A verse given at the dedication of a building at the Waldorf School in Stuttgart expresses the essence of Waldorf Education in poetic form: May there reign here spirit-strength in love; May there work here spirit-light in goodness; Born from certainty of heart, And from steadfastness of soul, So that we may bring to young human beings Bodily strength for work, inwardness of soul, and clarity of spirit.

Emil Bock lectured widely on Rudolf Steiner after the Second World War, and during the course of his research he uncovered many previously unknown aspects of Steiner's life. This book, the second of two volumes, explores some of the themes and ideas in Steiner's work, as well as exploring the nature of destiny. The early years of Jesus, the Christmas festival and the break from the Theosophical Society to the Anthroposophical Society are just some of the many themes and events covered in this comprehensive study. Bock also examines the circle of people around Steiner at this time and, using Steiner's ideas on karma and reincarnation, draws interesting parallels with Rome, Byzantium, Ephesus and the Grail Castle.

Moral preaching cannot establish morality. Only by delving into the hidden secrets of life can we find its moral sources. Humanity has always manifested moral life. In ancient India, for instance, morality lay in devotion to the spirit: in Europe, the cardinal virtue was courage. To understand the relationship between these, however, the evolution of consciousness must be taken into account. Originally, morality was a gift of the gods, a part of human nature, but errors, deviations, a falling away have occurred in the course of evolution. Nevertheless, something divine still underlies human nature. In this short, much-loved cycle of three lectures, Rudolf Steiner, using the example of St. Francis of Assisi, indicates the sources for the recovery of a living morality. In ancient times, some version of the caste system ruled. Then the Buddha came with his teaching of equality and compassion. This teaching was particularly suited to Europe. And thus, "some centuries into the Christian era," on the shores of the Black Sea, an esoteric school was established where Buddha's teaching was interpenetrated with the Christian impulse. Two streams flowed out of this school: a more Buddhist stream of equality and brotherhood, and a stream of Christic morality. St. Francis came from this school, permeated by outer Christ forces. Rudolf Steiner explains how the spiritual world was connected with his coming. St. Francis exemplifies morality as the middle path. We see a warrior nature transformed into the expression of mercy, compassion, and love. Rudolf Steiner shows the transformation of the virtues through the evolution of consciousness and, above all, through the incarnation of Christ in the Mystery of Golgotha. Since then, morality - if it is true morality - works to build up Christ's being. Therefore Francis sought to live a Christ-like life, seeking an intense personal relationship to Christ and the Cross.

In these much-valued lectures, Rudolf Steiner begins by positing the question, 'Why investigate the spiritual worlds at all?' He goes on to explore the contemporary need for spiritual knowledge and the authentic paths that can lead to it. Speaking in Torquay, England, at the International Summer School organized by his friend and colleague D.N. Dunlop, Steiner surveys the differences in various types of consciousness - from ancient to modern times, in waking and dreaming, from space into time - and the changes that have taken place in relation to knowledge and science in the course of history. He goes on to discuss the Mystery nature of crystallized minerals and metals such as copper and silver, and their relationship to the planets. He also describes how the ages of life can become organs of perception. In a dramatic conclusion Steiner explains the role of moon beings, ahrimanic elemental beings, and the true nature of mediumship, ectoplasm and spiritual possession. Presented here in a fresh translation that corrects many errors in previous editions, the text is complemented with notes, an introduction by Paul King and an index. Lectures include: 'Nature is the Great Illusion. "Know Thyself"'; 'The Three Worlds and their Reflected Images'; 'Form and Substantiality of the Mineral Kingdom in relation to Human Levels of Consciousness'; 'The Secret of Research into other Realms through the Metamorphosis of Consciousness'; 'The Inner Enlivening of the Soul through the Qualities of Metals'; 'Initiation Science'; 'Star Knowledge'; 'Possible Aberrations in Spiritual Research'. (Eleven lectures, 11-22 Aug. 1924, GA 243)

This unique work - the fruit of many decades' research and experience - throws new light on the supersensible history and karma of the Michaelic movement since Rudolf Steiner's death. It describes that movement's evolution and transformation in the etheric world during the twentieth century, from the world-changing apocalypse of the 1930s and 40s through to the beginning of its incarnation on Earth at the end of last century. The book also focuses on developments in the practical and social work of building the community of the School of Spiritual Science, which embodies the new Michaelic movement in our time. As Ben-Aharon indicates, the Michaelic movement is searching for creative, courageous and enthusiastic souls to foster a strong community that develops - from one decade to the next - as a living organism. Based on the continuous resurrection of anthroposophy, this community strives to create a fully conscious meeting and communication with the school of Michael and Christ in the etheric world, in a form that is appropriate and demanded by the times. The transcripts of these lectures bring together the author's experiences with anthroposophy over the last 42 years in the light of present communications from the spiritual world. It is based on contemporary spiritual investigation and individual, lived experience. From the Contents: 'The Amfortas-Parsifal Duality of Modern Humanity'; 'The Twilight of Humanity and its Resurrection'; 'The Universal Language of Michael and the Being of Rudolf Steiner'; 'The Anthroposophical Movement in the Present'; 'The Etheric Form is Alive'; 'The Resurrection of the Etheric Christ in the 21st Century'

What is the meaning of memory in the information age? When all knowledge is seemingly digitised and available for reference at any time, do we actually need human memory? One consequence of the proliferation of digitization is the deterioration of our capacity to remember - a symptom that is apparent in a steady increase in dementia within contemporary society. Rudolf Steiner indicates that memory is the determining factor in awareness of oneself. Even a partial loss of memory leads to loss of self-consciousness and the sense of our 'I'. Thus, memory is crucial for the development of I-consciousness - not only for the individual, but for humanity as a whole. Rudolf Steiner's research on memory, recollection and forgetting has many implications for the way we learn, for inner development and spiritual growth. This unique selection of passages from his works offers insights into how consciousness can remain autonomous and creative in a digital environment. It also provides ideas for improving education and emphasizes the importance of life-long learning. Chapters include: 'The Development of Memory Throughout Human History'; 'The Formation of Memory, Remembering and Forgetting in the Human Individual'; 'Remembering and Forgetting in Connection with Education'; 'How Remembering and Forgetting are Transformed by the Schooling Path - Imagination and Inspiration'; 'Remembering Backwards (Ruckschau) and Memory Exercises'; 'Subconscious Memories of the Pre-birth Period and of Life Between Death and a New Birth'; 'Memory and Remembering after Death'; 'The Development of Memory in the Future'.

From Joseph Vogelsang and his mysterious peep-box to Hollywood blockbusters and Netflix, R.A. Savoldelli's survey of cinema and film is based on practical experience - he was once the enfant terrible of Swiss cinema - and years of contemplation and study. He examines the difference between film as the 'hypnotic monster' referred to by the Italian director Pier Paolo Pasolini, and the art of film that Rudolf Steiner aspired to. The author depicts the historical development of cinema from its origins, paying particular attention to science fiction - from Star Wars to The Matrix - and influential filmmakers such as Eric Rohmer, Andrei Tarkovsky and Pasolini. As a scholar of anthroposophy, Savoldelli gives a comprehensive assessment of Rudolf Steiner's attitude to film. In addition to frequenting the silent cinema of his time, Steiner made several statements about the new artform in his lectures, letters and private discussions. The author examines and interprets these and complements them with commentary on Steiner's attempt to produce a film on the theme of reincarnation and karma as well as his explorations with Jan Stuten of 'light-show art'. Other topics in this penetrating study include: 'Basic philosophical stances in the pioneer period of media studies'; 'Steiner's prophetic warnings about a technocratic form of civilization that will destroy humanity'; 'Nostalgia for the art-house cinema that emerged in the 60s'; and 'The project discussed by Alexander Kluge and Andrei Tarkovsky for a film based on Rudolf Steiner's From the Akashic Records'. Anyone interested in the cinematic arts will find a treasure of stimulating ideas and new thought in this unique book.

In this concise summary and introduction, Michaela Gloeckler presents the therapeutic spectrum of anthroposophic medicine - its scientific basis, diagnostic methods and potential for practice. She gives numerous practical examples of its application and suggestions for treating patients at home. Anthroposophic medicine is an integrative system that combines scientific training and practice with a spiritual understanding of the human being. It seeks primarily to stimulate self-healing powers, directly supporting recovery processes and innate capacities of resistance. Anthroposophic physicians - registered general practitioners and specialists in all fields - utilize the knowledge and skills of conventional treatments as well as anthroposophic and homoeopathic medicines, external applications, and eurythmy, art and physical therapies. Michaela Gloeckler describes the current status of anthroposophic medicine whilst raising awareness of the social dimension of illness and health to address issues of fate and destiny and to show what individuals can do for their own and other people's health. She reflects on Rudolf Steiner's call to 'make the health system democratic' and clarifies why scientific pluralism of methods and freedom of therapy are essential for the further development of the healthcare system and a modern understanding of disease.

'I wrote this book out of the needs I see at the present time. I see diseases being translocated to others - humans or animals - despite the good intentions of many therapists or doctors. The diseases are translocated because they do not exist in energetic patterns, but as expressions of spiritual beings. Energy and energy-patterns only exist in the physical world, but in the spiritual world there are only spiritual beings.' From ancient times, all cultures have known of the spiritual phenomenon of 'translocation' - the movement of a pathological entity from one human being to another, or from a human being to an animal. These pathological entities are spiritual beings, known as 'demons' in common parlance. Their translocation, says Are Thoresen, can take place as a result of conventional Western medicine, but also from the application of 'alternative' therapies such as homeopathy, acupuncture and herbal medicine. In order to have a positive therapeutic impact, Thoresen advises that practitioners, doctors and veterinarians need to acquire a deep understanding of the function and laws of pathological demonic entities and the means to influence them. Using the Middle Point or Christ-force, it is possible to transform - instead of simply translocating - the negative spiritual aspects that are at work in contemporary society. As the author states: 'I have written this book to try to investigate these possibilities, and to give my fellow travellers in spirit the insights, tools and ability to make such a change.'

At the young age of twenty-one, Rudolf Steiner was chosen to edit Goethe's scientific writings for the principle Goethe edition of his time. Goethe's literary genius was universally acknowledged; it was Steiner's task to understand and comment on Goethe's scientific achievements. Steiner recognized the significance of Goethe's work with nature and his epistemology, and here began Steiner's own training in epistemology and spiritual science. This collection of Steiner's introductions to Goethe's works re-visions the meaning of knowledge and how we attain it. Goethe had discovered how thinking could be applied to organic nature and that this experience requires not just rational concepts but a whole new way of perceiving. In an age when science and technology have been linked to great catastrophes, many are looking for new ways to interact with nature. With a fundamental declaration of the interpenetration of our consciousness and the world around us, Steiner shows how Goethe's approach points the way to a more compassionate and intimate involvement with nature.

'All historical life, all social life, all ethical life, proceed by virtue of the co-operation between the so-called living and the so-called dead. Our whole being can be infinitely strengthened when we are conscious not only of our firm stand here in the physical world, but are filled with the inner realization of being able to say of the dead whom we have loved: they are with us, they are in our midst.' In this valuable lecture Rudolf Steiner speaks with clarity about life after death, and explains how those on the earth can keep a connection with loved ones who have passed on. He describes the conditions in the environment of the dead, the advantages as well as the dangers of connecting with the dead, the importance of the moments of waking and going to sleep, the significance of dying in childhood and old age, and the appropriateness of different types of funeral services.