Anthroposophy, Education, School
Anthroposophy strives for an understanding of the world and humanity that it can apply in a fruitful way to the art of teaching and educating. Its knowledge of human nature is not compiled from random observations made about human beings. It goes to the very foundations of the human being. She sees the human being in general in each individual human individuality. But she does not turn into abstract theory that dissolves the human being into general forces in her desire to understand him. Her thoughts about the human being are experiences of the human being. Her insights enliven the feelings for the human being. They reveal the secrets not only of the human being in general, but also of each particular human nature before the soul's gaze.
Anthroposophy unites theoretical world observation with direct, vital insight. It does not need to artificially apply general laws to the individual phenomena of life; it remains in the fullness of life from the very beginning, in that it sees the universal itself as life.
In this way, it is also a practical understanding of the human being. It knows how to help when it perceives this or that quality in the growing human being. It can form an idea of where such a quality comes from and where it points. And it strives for such an understanding of the human being that the knowledge also provides the skill to treat such a quality. In the knowledge of the human being, the insight into the human nature is conveyed.
One need only fully develop the views that anthroposophy comes to about the human being, and they will naturally become the art of education and teaching.
An abstract knowledge of the human being leads away from the love of humanity that must be the fundamental force of all education and teaching. An anthroposophical view of the human being must increase love of humanity with every advance in knowledge of the human being.
If we wish to study the living organism, we must direct our attention to the relation of each individual part to the life of the whole, and also to the way in which the whole is effectively manifested in each part. We cannot understand the brain unless we have a clear insight into the workings of the heart. But it is the same in the life of man as it unfolds in time. One cannot understand the phenomena of childhood without also seeing in them the characteristics of the adult human being. The life of man is a whole; it is an organism in time. The child learns to look up to the adult with reverence. It learns veneration for human beings. This reverence, this veneration for human beings, is imprinted on the being; but it also changes in the course of life. For life is transformation. Reverence for human beings, veneration for human beings, which take root in the human soul during childhood - they appear in later life as the strength in the human being that can effectively comfort another human being, that can give him strong advice. No man of forty-five will have the warmth of comfort and counsel in his words who has not been brought as a child to look at other people with shy reverence, to honor them in the right way. And so it is with everything in human life. It is the same with the physical and the soul-spiritual. One understands the physical only if one grasps it in each of its members as a revelation of the spiritual. And one gains insight into the spiritual only if one is able to observe its revelations in the physical correctly.
Childhood cannot reveal its essence through that which it only allows to be observed in itself. Human life is a whole. And only a comprehensive knowledge of the human being leads to an understanding of the child's life. In the abstract, this is easily admitted. But anthroposophy wants to develop this view into a concrete knowledge and art of life. It must develop into an art of education and teaching that feels responsible for the whole of human life by being entrusted with the growing human being.
It sounds very nice to say: develop the child's individual abilities, get everything you do in your education and teaching out of these abilities. You cannot do anything with such beautiful principles as long as you do not carry in your own soul an understanding of the whole course of human life. And anthroposophical knowledge of the human being strives for such an understanding.
When this is stated, one often hears the retort: you don't need anthroposophy for that. Surely all that is already contained in the principles of modern education. It is there, to be sure, in their abstract principles. But the point is that a real knowledge of the human being in body, soul and spirit leads to the transformation of abstract demands into real, life-filled art. And for this practical implementation, knowledge of the human being is necessary, which, although based on the good foundations of modern scientific knowledge, advances from these to a spiritual understanding of the human being. Anyone who approaches the human being with the ideas that the study of nature gives them may well come to the view that one develops this or that human disposition; but this view remains an abstract demand as long as one does not see the disposition as a partial revelation in the whole human being, in body, soul and spirit.
One would like to say: the world view that is recognized today makes demands on education and teaching; but it lacks the possibility of fulfilling these demands through a practical knowledge of life: anthroposophy wants to provide this practical knowledge of life. Anyone who sees this will not find in anthroposophy an opponent of modern views and developmental forces in any area, but can hope for it to fulfill what lies abstractly in these views and forces.
Humanity will have to admit that much of what it currently considers practical must be relegated to the realm of life illusions; and much of what it considers idealistic and impractical must be seen as the real thing. Such a change of perspective will be particularly necessary in the field of education and teaching. The great questions of human life lead to the children's and schoolroom.