2. Anthroposophy as a Body of Knowledge and a Way of Life

Let us assume that we first need to teach children the concept of the immortality of the soul. We try to do this – as I said, I am talking about an example, it could easily be explained differently – but let us assume that we try to teach the child through an image. We point to the butterfly pupa. The butterfly emerges. We then try to show how the soul of a human being also leaves the body at death and enters a [different] world, albeit now in the invisible, and so on. You can think up something like that. But if you just make it up, you will notice – you need pedagogical experience to do so, but if you have it, you will notice: if you have just thought up this point of view – I am so clever and the child is so stupid, I have to bring it to the child, then in reality you are not teaching it to the child. You teach it to the brain, to word recognition, but not to the heart. You only teach the heart what you can believe in yourself; then you teach it, I might say with joy, if there really is something real in it, if you can say to yourself, 'Yes, I have a correspondence there; I believe in it.' That is precisely what is formed in our spiritual science, but not in a nebulous, hazy way. For that is something that is rejected by spiritual science, as it is meant here.