The Development and Education of the Human Being in the Light of Anthroposophy

For example, the following arises: We are always thinking about what the effect of the soul and spirit on the physical body of the human being might actually be. But we do not consider that we should not apply the methods of speculation to such questions, but should also apply the methods of observation to such questions. When real observation of human beings is developed humanely, then we see – I am speaking from a popular point of view – how in the first age of the child, from birth to the change of teeth, in a wonderful way the most significant abilities of the human being emerge from the indeterminate depths of his being. We see how the dynamic develops through which the human being, as an upright creature, places himself in the world in his balance, how speech and thought emerge from the depths of the soul and are physically realized. But what we see culminates organically in the change of teeth. This has the peculiarity of being a unique event in human life. What happens during the change of teeth does not repeat itself. In a sense, a conclusion is made with a sum of forces in the human organization. Only someone who does not know this human organization can believe that the change of teeth stands alone. No, it does not stand alone, it stands as the outwardly perceptible expression of what is going on in the whole human organism. The human being is going through something that he will no longer go through in later life, otherwise he would always change his teeth in a periodic sequence. But those who observe the human being are aware of this significant transformation of the spiritual and psychological nature of the human being But this change, which takes place during this epoch of the human being's life, is not observed. If I were to present what educators and didacticians should know, what underlies the human knowledge I want to talk about here, it would go far beyond the scope of a lecture, and so I will just sketch it out.