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

This is an example of how we try to achieve, through practical pedagogy and didactics, what human education should achieve, based on knowledge of the human being. The person who looks at how the human being is predisposed in terms of their religious life will also find the opportunity to bring in the moral-religious impulses. In this way, the following is revealed: It is remarkable how children between the ages of nine and ten, in the first third of the second stage of life, go through something like this in this stage of life. All this takes place unconsciously. We see how the child, having changed teeth, makes the transition from being an imitative being to one who, in response to the authority of the educator and teacher, acquires everything. You will believe the person who wrote the “Philosophy of Freedom” thirty years ago when he says that he does not approach you as an advocate for authority, but precisely when you have recognized from that “Philosophy of Freedom” what freedom means , then one can also appreciate that it is out of the lawfulness of the human being that the child, from the change of teeth to the time of sexual maturity, is a being that completely imitates what it sees in its teacher or educator. We see that the child not only wants to model itself on the teacher or educator through language, in accordance with its own inner laws, but that it wants to model itself on the whole of human life. When the child has become immersed in this necessary, self-evident sense of authority, we see how it undergoes a kind of crisis between the ages of nine and ten. Everything happens emotionally and intuitively, the child does not give it any thought, but it approaches the teacher and wants something special. And if we want to put it into words, the child thinks: Until now, the beautiful was beautiful because the teacher and educator thought it was beautiful, until now the true was true because the teacher and educator thought it was true. But from this point on, the child feels: Who justifies this authority before the whole world, where did it get the true and the beautiful as true and beautiful? The child is going through a crisis, it knows nothing of what I have formulated here, it only senses something. And we, as teachers and educators, must observe this moment so that the right word can be spoken from the educator to the child, over and over again, if necessary. For it is a matter of the fact that our actions in this moment of crisis determine the whole of later life, whether it is full of joie de vivre and security or is alienated and inwardly paralyzed.