Rudolf Steiner Resources

By Rudolf Steiner
This lecture was given by Rudolf Steiner in Dornach on 8th August. 1920. This is a revised translation by Stephen Briault, and it is published in agree­ment with the Rudolf Steiner Nachlassverwaltung.
Published in the journal, Anthroposophical Review, Vol. 3, #2, 1981 (UK)
Download the entire article with illustrations: Man's Twelve Senses in Their Relation to Imagination, Inspiration, and Intuition

Today I should like to add depth to what bas been recently discussed by linking it to a previous theme already familiar to some of you. Once, years ago, I described the world of the human senses. You certainly know of the human senses. You certainly know that in speaking of the senses it is customary to reckon the sense of sight, sense of hearing, and the senses of smell, taste and touch. In more recent times, it is true, some scientists have nevertheless been driven to refer to other senses found, as it were, further within man; a sense of halance, for instance, and so forth. But this whole conception of the human senses lacks coherence on the one hand, and above all lacks overall unity. When we have in mind the senses as they are customarily enumerated, we are actually always dealing with only part of man's sense-organisation. We arrive at a comprehensive account of the sense organisation of man only when we take twelve senses into consideration. For today, we wish just to consider these twelve senses, merely enumerating them and describing them briefly.

By Rudolf Steiner
From a lecture at Dornach, Switzerland, November 30, 1918
Download the article: On Real Interest in Our Fellow Men

How many human beings there are today who have an abstract and confused conception of life, of their own personal lives! If they ask themselves, for example, “What do I live on?”— for the most part they do not do this, but if they did it once—they would say to themselves, “Why, on my money.”

by Rudolf Steiner
References and Indications on Teaching Science
Download the article: Rudolf Steiner's Indications on Teaching Science

Steiner, Rudolf. The Kingdom of Childhood, lectures 3 and 7, GA 317, New York: Anthroposophic Press.
_____________. A Modern Art of Education, lecture 10, GA 307, New York: Anthroposophic Press.
_____________. Discussions with Teachers, Chapters 9, 10, and 11, GA 295, NewYork: Anthroposophic Press.
_____________. How the Spiritual Works in Man, NewYork: Anthroposophic Press.
_____________. Practical Advice to Teachers, lecture 8, GA 294, New York: Anthroposophic Press.
_____________. The Roots of Education, Chapters 4 and 5, GA 309, New York: Anthroposophic Press.
_____________. The Renewal of Education, lectures 8 and l0, Chapters 4 and 5, Anthroposophic Press.
_____________. The Second Scientific Lecture Course GA 321, (published in English as the “Warmth Course”), New
York: Anthroposophic Press.
_____________. Soul Economy and Waldorf Education, lecture 11, GA 303, Anthroposophic Press.
_____________. Foundations of Human Experience, (formerly Study of Man), Lectures 10, 11, 12, 13, GA 293,
New York: Anthroposophic Press.
_____________. The Spiritual Ground of Education, lecture 6,GA 305, New York: Anthroposophic Press.
_____________. Three Lectures to Teachers, September 6, 1919, GA 295, Chapters 7 and 8, New York: Anthroposophic
Press
_____________. Education for Adolescents, lectures 1–4, and especially lecture 3, GA 302, New York: Anthroposophic
Press.
_____________. The First Scientific Lecture Course, GA 320, (published in English as the “Light Course”), New York:
Anthroposophic Press.

By Rudolf Steiner
The following is excerpted from a lecture given at the Hague on November 4, 1922.
It appears for the first time in English translation as part of a collection entitled Education, Teaching, and the Practical Life (available from AWSNA Publications).
This lecture was also published in the Research Bulletin, Vol.13 #1, 2007.
Download the article: Religious and Moral Education in the Light of Spiritual Science

An artistic element, I might call it a mood of piety toward the human essence, belongs in education, in teaching. This is particularly the case if we direct our gaze at the religious and moral education we want to bestow on the child. And here anthroposophical spiritual science shows us that especially when it comes to the religious and moral element, there is something in the human time-body that is of great significance for the life span on earth of the entire human being. If one can recognize the small child’s mood as that of an essentially imitative being imitating the outer world, and if we can put ourselves in this mood, the only way to characterize it is this—the child is completely open to the outer world; the child gets lost in the outer world. Just as the eye loses itself in the outer world of color, the outer world of light, so too the child loses itself in the outer world. The inner world dawns in the child only gradually. Specific mental representations emerge little by little out of dreams, which still completely live and weave in the outer world.

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By G. Schubert
Published in the journal, Anthroposophy, 1925 (England)
Download the article: Rudolf Steiner, A Sketch

ON March 30th, 1925, Rudolf Steiner passed peacefully from this earth-life, at the Goetheanum in Dornach. It was here that with a truly amazing endurance and strength he had worked so long and arduously for the realization of his exalted aspirations.
The one great and special task, which claimed all his strength and attention to the very last moment of his earth-life, was the rebuilding of the destroyed Goetheanum, to provide a home for the centre, from which Anthroposophy could radiate into the whole world. The last years of his life were filled with a well-nigh unbelievable activity, with the aim, to spread the new knowledge of the spirit, which he had brought and to inspire every field of human activity with this new guiding light.

By Rudolf Steiner
A Lecture for Public School Teachers Presented in Basel, November 27, 1919 
Download the article: Spiritual Science and Pedagogy

I consider it a particular honor to be able to speak to you about the relationship of my work in spiritual science to your pedagogical work. You will allow me to make two introductory remarks. The first is that I will, of course, need to clothe my thoughts in apparently theoretical words and ideas, since to discuss points of view, we need words. However, I expressly note that I do not speak theoretically. I would not even speak about today's topic if I did not direct a portion of my activity toward the practical, particularly concerning educational methods and their effectiveness. Thus, what I wish to bring to you today comes directly from practice.

The second thing I would like to say is that at present spiritual science is extremely controversial. I therefore can quite understand (especially because I represent spiritual science) that there may be many objections today because its methods are, in many cases, foreign to modern points of view. Perhaps we can help make spiritual science more understandable through the way we introduce it and attempt to make it a true living force in such an important practical area as education.