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An outline of kid improvement and its connection to curriculum in response to the foundations of Waldorf/Steiner schooling.

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Extra info for At the Source: The Incarnation of the Child and the Development of a Modern Pedagogy

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The provision for human develop ment must evolve with the times, location and cultural tradition as well as adapting to the individual at hand. Any general description of the character of or of ways to provide for this development thus has dis tinct limitations, for all of the aspects particular to situations and indi viduals will be absent. This is a limitation on the present work, as well. 38 Chapter II DEVELOPMENT: THE ARCHETYPAL STAGES OF DEVELOPMENT All form arises through developmental processes.

Order experience, are neither disclosed through our outer experience, nor can they be explained as inherent in a soul life that is based on this experience, nor is it evident how a content-less ego activity could gen erate concrete ideals. The second mystery is thus: what is the origin of ideals and moral principles? It is apparent that in both of these cases we become conscious of elements of experience through our soul life which are not of this soul life. A third, important experience indicative of a realm beyond a soul life based on outer experience requires a separate treatment of its own.

In the end, however, both reactions lose sight of the reality that this void is but a single moment – the last arrived at position – in a long path of con sciousness’ development, both for mankind as a whole and on the path of each individual who arrives at this condition. Only folly or vanity can believe that, because a developmental step is the last one accom plished, it is the last one possible or the ultimate accomplishment in human development. Only fear or false egotism shrinks from letting go of what was attained in the past in order to turn to the requirements of our future development.

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