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Mandy Lim Szu Mien - F2 Assignment  Week 2

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PGW - Chin Li Ying - Sketching on A3 paper

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PGW - Chin Li Ying - Sketching on A3 paper

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PGW - Chin Li Ying - Sketching on A3 paper

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PGW - Chin Li Ying - Sketching on A3 paper

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PGW - Chin Li Ying - Read Anthroposophy Lecture 5&6 and answer the following questions

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PGW - Chin Li Ying - Read Anthroposophy Lecture 5&6 and answer the following questions

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1. What is the sentence that touches you most?

We must plant into a child's soul only concepts, idea, feeling, and will impulses that because they are not fixed into sharp and final contours, are capable of further development. (pg.152)

Only by avoiding rigidity can we hope that what we plant into a child's heart will emerge during later life in the right way. (pg.152)

The Waldorf school is not meant to be an ideological school. It is meant to be a school where what we can gain through anthroposophy with living inwardness can flow into practical teaching methods and actual teaching skills. (pg.157)

When you are around a child, only behave in ways that child can safely imitate. (pg.161)

The essence of Waldorf education is to make education into an art-the art of the right treatment of children. A teacher must be an artist, for it is the teacher's task to deal in the right way with the forces that previously shaped the child's organism. (pg.164)

Anthroposophy never seeks to demonstrate a theory-this always tends toward intellectuality-but seeks to engage directly in the fullness of practical life. (pg.172)

2. Is there a question you can find within yourself when you read through the lecture?

Do I plant rigid concept to children? (pg.152)

Am I able to follow a child's whole soul spiritual configuration in detail? (pg.165)

Do I believe in the truth of this picture with the same earnestness that I wish to awaken in the child? (pg.169)

3. Which part you do not understand?

A quality corresponding to the soul being of the adult who is in the child's presence flows into the child's feeling through these vowels. On the other hand, everything that stimulates the child to perform its own movements in relation to the external world-such as finding to the right relationship to warmth or coldness-leads to the speaking of consonants. (pg.156)

How vowel and consonants build relationship between the children with the world?

Those who write mechanically no longer experience an echo of their writing. (pg.176)

What is the meaning by write mechanically?

We should not underestimate how such familiar things influence the whole of human life. Many person who, later in life, appear lacking in a sense of responsibility-lacking in loving devotion to the surrounding world-would have been helped if they had been taught writing in the right way. (pg.177)

Please explain more about this sentence.

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PGW - Chin Li Ying - Read Anthroposophy Lecture 4 and answer the following questions

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PGW - Chin Li Ying - Read Anthroposophy Lecture 4 and answer the following questions

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1. What is the sentence that touches you most?

Our educational principles and methods must not be tied up in fixed formulae. Rather, they must become kind of refined, practical instinct for action in those who educate from a living knowledge of human beings. (pg.113)

Teachers prepare their pupils not by controlling their intellect or their capacity to form judgments but by setting the right example as living human beings. (pg.121)

2. Is there a question you can find within yourself when you read through the lecture?

Are my actions and my thoughts that children can safely imitate? (pg.109)

Do I feeling greatly superior to the child or feeling of being far more clever than the child? (pg.114)

Do I train children to make their own judgment too early? (pg.121)

3. Which part you do not understand?

"Consider well the what, but consider more the how. " (pg.114)

I need more explanations on this quote.

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(1) Waldorf Education & Anthroposophy - Lecture 4

1)    What is the sentence that touches you most?

In the Waldorf school, instead of such stereotyped phrases or numerical marks, we write reports in which teachers express in their own style how each pupil has fared during the year. Our reports do not contain abstract remarks that must seem like mere empty phrases to the child. For, if something makes no sense, it is a mere phrase. As each child gradually grows up into life, the teachers write in their school reports what each pupil needs to know about him- or herself. Each report thus contains its own individual message, representing a kind of biography of the pupil’s life at school during the previous school year. Furthermore, we end our reports with a little verse, specially composed for each child, epitomizing the year’s progress.

2) Is there a question you can find within yourself when you read through the lecture?

How can I help my students make progress in their studies?

3) Which part you do not understand?

No.

(2) Waldorf Education & Anthroposophy - Lecture 5&6

1) What is the sentence that touches you most?

education is not a product of theories or abstract principles but grows out of the need to deal practically with human affairs.

2) Is there a question you can find within yourself when you read through the lecture?

If I’m not really understand then how do I teach children？

3) Which part you do not understand?

No

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1. What is the sentence that touches you most?

"another feeling also lives in the child, often only dimly and vaguely felt. This is the feeling that those who are the objects of such authority must themselves also look up to something higher."

2. Is there a question you can find within yourself when you read through the lecture?

How to form the hearts and souls of teachers so that they entered their classrooms and greeted their children in the right spirit was considered most important ?

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1.What is the sentence that touches you most?

Insofar as we are human, then we are growing , continuously changing beings. And as educators likewise, this is the kind of essence that we must pour into children's souls. All ideas, thoughts and feelings that we pour into children during their school years must have the essence of growth in them.

2. Is there a question you can find within yourself when you read through the lecture?

What will be the consequences in later life of what I am doing now?

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Group: Opening speech at parent's meeting 

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Group: Opening speech at parent's meeting 

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Share one of the quote in Steiner's lecture -

It is not the word that we speak to children matter, but what we ourselves are - and above all what we are, when we are dealing with our children.

Emphasize to parents it is important to practice what we learn or feel inspired from the lecture in real life. We have to first start doing it and at the same time as a model for children to follow. Practice doing in three folds where thinking, feeling and willing is.

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i) Sentences that touches me most - It is not the word that we speak to children matter, but what we ourselves are - and above all what we are, when we are dealing with our children.

ii) Is there a question you can find within yourself when you read through the lecture?

How to become the person who have the quality of authority that children look up to?

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i) Sentence that touches me most is -

Consider well the What, but consider more of the how. What matters is the right how. Ones have to find ways and means of implementing the ideas into practical life in the right way.

ii) Is there a question you can find within yourself when you read through the lecture?

How to restore the mistakes or rather things that have done to children or myself?

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1Group task: Summary of discussion
Prepare a tiny opening speech/opening thought for a parents-teacher meeting using the quotation shared before (pdf in archive padlet)

We must be the best possible surrounding so that the child can educate itself in tune with its destiny.Consider well the What, but consider more the How.
What matters is that love of the child lies at the root of all our educational endeavors and that all teaching be done out of inner living experience.
Therefore in Waldorf education, the focus is on observing the development of willing, feeling and thinking forces.

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(1) Waldorf Education & Anthroposophy - Lecture 4

1)    What is the sentence that touches you most?

During prepubescence, when pupils open their inner being to us, believing in our authority, we must be what amounts to the whole world for them. If they find a world in us as their teachers,  then  they  receive  the  right  preparation  to  become reverent, social people in the world. We release them from our authority,  which  gave  them  a  world,  into  the  wide  world itself.

2) Is there a question you can find within yourself when you read through the lecture?

Am I able to teach my students well?

3) Which part you do not understand?

Why if  we  train  children  to make  their  own  judgments  too  early,  we  expose  them  to forces  of  death  instead  of  giving  them  forces  of  life?

(2) Waldorf Education & Anthroposophy - Lecture 5&6
1) What is the sentence that touches you most?

it is not the words that we speak to children that matter, but what we ourselves are.

2) Is there a question you can find within yourself when you read through the lecture? How do I teach all children that come from different backgrounds and have different personalities? How do I give them the equal love ?

3) Which part you do not understand?

No

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Zhibin.                                            Lec 4  What is the sentences that touches you most? Consider well the what, but consider more the  how.

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Zhibin.                                            Lec 4  What is the sentences that touches you most? Consider well the what, but consider more the  how.

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Prepare a tiny opening speech

(I will start with Morning Circle to getter parent)

The sun rises, make a circle, sang a poem, tell a story let us connect with each other, nourish children's senses, and use the most authentic art to explore the essence of things. There are four seasons, festivals, the universe, and morality to nourish everything a child needs.

Welcome all Grade 1 parents to come to the children's secret base, where there are wax block painting, wet watercolor, beeswax, handicrafts and other activities to integrate art into life. Use art to nourish the child's mind, balance the child's senses, coordinate the child's body, and gradually awaken the child's self-awareness. Let children receive great protection and personalized support during the golden period of imagination and creativity development.

We use the concepts of Waldorf and anthroposophy, follow the nature and laws of children's development, and conduct in-depth and meticulous observation and research on the life and essence of each child. And according to the child's development stage, help the child's body, mind and spirit to develop in a balanced and harmonious way, so as to guide him to become a fully free and mature person in body, mind and spirit.

Adhering to the concept of Waldorf education, create a natural and beautiful space for children, build themselves in their own home, and let children be themselves. Have you really discovered your true self? Let's get into today's topic: How Ordinary life essentially chains us into kindmof slavery.

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Anthroposophy Lecture Chapter 5&6

1. What is the sentence that touches you the most?

The real influence lies in the teacher's overall personal quality and cultivation, his central idea, and he brings all these into the classroom.

“We  should  not  underestimate  how  such  familiar  things influence the whole of human life. Many persons who, later in life, appear lacking in a sense of responsibility—lacking in lov-ing  devotion  to  the  surrounding  world—would  have  been helped if they had been taught writing in the right way.We  must  not  overlook  such  intimate  interconnection.” —— Pg 192

2. Is there a question you can find within yourself when you read through it?

Teacher must first educate ourselves.

3.Which part do you not understand?

Adults are the objects of imitation for children. If we find that some behaviors are inappropriate when we grow up, how can we use more moderate methods/exercises to improve our behavior problems when we grow up?

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Waldorf Education & Anthroposophy - Lecture 4

1) What is the sentence that touches you most?

“This is the reason why one cannot formulate the methods of the  Waldorf  school in a few abstract rules.”

“Consider well the What, but consider more of the how. What matters is the right how. Ones have to find ways and means of implementing the ideas into practical life in the right way.”

2) Is there a question you can find within yourself when you read through the lecture?

“Only when we play we are fully human, and we play only when we are human in the truest sense of the word”

Q：Who am I and What I am？
Q：Am I carry the authentic authority with the child？

3) Which part you do not understand?

“There is spirit in all matter will not proceed from a feeling of being far more clever than the child” -page 114

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I try so many time until I learn how to balance the form abit…

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Z-MYS-COC-Lee Hui Juen Pencil Sketching 2B & 2A

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Z-MYS-COC-Lee Hui Juen Pencil Sketching 2B & 2A

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Z-MYS-COC-Lee Hui Juen Short-stroke pencil sketching 1

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Z-MYS-COC-Lee Hui Juen Short-stroke pencil sketching 1

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Z-MYS-Tan Aun Chea                                                     A tiny opening speech/opening thought for a parents-teacher meeting. 

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Z-MYS-Tan Aun Chea                                                     A tiny opening speech/opening thought for a parents-teacher meeting. 

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"Consider well the What, but consider more the How"
For new G1 parents:
Good morning and welcome to the Waldorf community education. I believe we as teachers and parents would love to give the best to our children. In such, we would love to hear thoughts from parents what are expected out of Waldorf education.
In Waldorf, what matters is truly observe life, to bear in mind the living human being who is capable of doing what needs to be done under given circumstances. We introduce writing before reading in an artistic way; working with colours not only with crayons but also with watercolours.
We allow the child to be active without in any way engaging the forces of intellectual but the will. From drawing and painting, we gradually lead the child's first will in writing towards a more intellectual understanding of what is written.

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Chapter 5
1. What is the sentence that touches you the most?

It is not the words that we speak to children that matter, but what we ourselves are-and above all what we are when dealing with our children. This is especially important during the period between ninth and tenth years, for it is during this time that the child's feels the underlying background out of which the teacher's words are spoken.

2. Is there a question you can find within yourself when you read through it?

Anthroposophy offers practical guidance in recognising the spirit as it manifests in outer, material processes. It wants to follow the spirit working in matter. In order to be able to do this-to follow the spirit in its creativity, it's effectiveness- anthroposophy must stand on firm ground and requires the involvement of whole human beings. We do not wish to be dogmatic.

3.Which part do you not understand?

In education, above all, anthroposophy does not wish to introduce revolutionary ideas, but seeks only to extend and supplement already existing achievements. To appreciate those,one need only draw attention to the contribution of the great educates of the nineteenth and  early twentieth centuries. Anyone with education at heart can feel only enthusiasm for their comprehensive ideas and powerful principles.

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Chapter 4
1. What is the sentence that touches you the most?

Therefore if teachers are aware of the right moment, and can find the appropriate words, they can-acting as the situation demands -do something of lasting value and importance for the whole life of these children aged between nine and ten.

2. Is there a question you can find within yourself when you read through it?

"the most important force in education, between the age of seven and puberty, lies in a pupil's belief, that the teacher, as an authority, knows what is right and does what is right. This must sink down into the child.
Only when we play we are fully human, and we play only when we are human in the truest sense of the word.

3. Which part do you not understand?

If we train children to make their own judgements too early, we expose them to forces of death instead of giving them forces of life.

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Sentence that touched me:
It is important that the examples the child sees and imitates are of a kind that awaken inner forces.

Question that came up:
How can a child who is growing up in a materialistic world becomes one who grows up with no longing for the spirit/creativity?

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1) sentence that touches the most: Consider well the what but consider more the how
2) question within yourself. Being a very rigid person, will I be able to apply the Waldorf ways at home to support my children to grow to meet their true callings.
3) Questions: nil

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Waldorf Education & Anthroposophy - Lecture 5/6

1) What is the sentence that touches you most?

·       A teacher must be an artist, for it is the teacher’s task to deal in the right way with the forces that previously shaped the child’s organism.

2) Is there a question you can find within yourself when you read through the lecture?

·       I pointed to the fact that much depends on a teacher’s detecting the inner soul needs of each child at this critical stage and taking appropriate action. This moment in a child’s development must be observed accurately. For only at this stage does the child begin to learn to differentiate its individual self from its surroundings. It does this in three ways in feeling, in will activity, and through the forming of judgments.

Ques: How can a teacher manage to detecting the inner soul needs of each child at the critical state since there are lots of children in the class? Is there any guideline?

3) Which part you do not understand?

·       If teachers are able to follow a child’s whole soul-spiritual configuration in detail as each child first draws single figures, which leads to formation of letters and then to writing words that are also read and if they are able to pursue this whole process with anthroposophical insight and observation of growing human beings then a true practice of teaching will emerge.

How to define a teacher able to follow each child's whole soul-spiritual configuration in detail? Is there any guideline? Thank you

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Lecture 5 & 6

1) What is the sentence that touches you most?

With regard to a child’s upbringing, this calls forth one all-important principle: when you are around a child, only behave in ways that child can safely intimate.

The what is known; with the help of anthroposophy, we must find the how.

2) Is there a question you can find within yourself when you read through it?

How can I to be more understand about the development of the children in different age?

3) Which part not understands?

As a baby begins its earthly existence, its prenatal spirit and soul are linked to the rest of the organism excluding the head. The head is a kind of picture of the cosmos but, at the same time, it is the most material part of the body.

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Waldorf Education & Anthroposophy - Lecture 5&6

1) What is the sentence that touches you most?
"A teacher and educator must not only deal with the business of teaching actual subjects to pupils; she or he must also bear the burden of responsibility for their pupils' inner happiness and feeling of security right into the last years of their lives."

"Anthroposophy therefore seeks to shed light on all aspects of human nature - not just theoretically but lovingly."

2) Is there a question you can find within yourself when you read through the lecture?
As the role of a Waldorf teacher regarded so important in the life of students, what if when the student found out the teacher who was highly regarded was not as perfect as he/she would have thought?

In the lecture "Whatever they (teachers) do will be considered right; whatever they refrain from doing will be considered right..." what if the teachers smoke? What if the teachers a homosexual?

3) Which part do you not understand?
Vowel and consonants in speech, in what ways do they build relationship between the child with the world?

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1) What is the sentence that touches you most?

learnt to observe the child more intimately. This kind of observation, this empathy with the child, has gradually been lost. So often today, when attempts are made to educate young human beings, it is as if we were actually circumventing the child's real being.

2) Is there a question you can find within yourself when you read through the lecture?

When we observe the child with challenging behaviour, and we knew that there must be the reason behind which happened to the soul. but how are we going to help if the parent can't see it or rather don't understand?

3) Which part you do not understand?
In anthroposophical spiritual science, one learns to know what is given when a baby is born. We learn that a child bears within itself not only what we can perceive with our senses but also a spirit-soul being that has united with the physical embryo.

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Waldorf Education & Anthroposophy - Lecture 5&6

1. What is the sentence that touches you most?
If a child practices the appropriate movements at an earlier age, he or she will develop intelligence, intellect, the power of reasoning, the ability to discriminate, and so forth at a later age. If we are asked, "Why has a particular child not developed a healthy ability to discriminate by the time he or she is thirteen or fourteen? Why does he or she make such confused judgments?" We often have to answer, "Because the child was not encouraged to make the right kinds of physical hand and foot movement in early childhood."

2. Is there a question you can find within yourself when you read through the lecture?
As I read more and know more, many damages had been made. What are the things I can do to restore it?

3. Which part you do not understand?
Page 191
When the child reaches sexual maturity, another, higher member of the human organism comes to meet the etheric body. That is, during the age of sexual maturity, the human astral body, as it is called anthroposophy, comes to meet the etheric body. This is a stage when what had developed into a system of sympathies and antipathies in the child changes into a person's moral attitudes.

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Lecture 4

1) What is the sentence that touches you most?

Our educational principles and methods must not be tied up in fixed formulae. Rather, they must become a kind of refined, practical instinct for action in those who educate from a living knowledge of human beings.

2) Is there a question you can find within yourself when you read through it?

How do I implement most of the anthroposophy concept into class / lesson?

3) Which part not understands?

a) The point is that one learns to observe the child more intimately. This kind of observation, this empathy with the child, has gradually been lost. (pg 106)

How to observe the child more intimately?

b) If we train children to make their own judgments too early, we expose them to forces of death instead of giving them forces of life. (pg: 121)

What does “forces of death” meant here?

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Waldorf Education & Anthroposophy - Lecture 5&6

What was present in the devotional attitude of a praying child resurfaces as a power of blessing, emanating from the words spoken by such a person - especially when he or she addresses children.

Regarding any educational activity, there will always be the question in mind, what will be the consequences in later life of what I am doing now with the child? Such an attitude will stimulate an organic, that is , a living pedagogy.

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Waldorf Education & Anthroposophy - Lecture 4

"something from one's earliest years lives on in one's soul"

only when we play we are fully human, and we play only when are human in the truest sense of the word.

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Waldorf Education & Anthroposophy - Lecture 4
1) What is the sentence that touches you most?
" Life can evolve only with life"

2) Is there a question you can find within yourself when you read through the lecture?
How can my life influence or help the children if i have not experience the education of waldorf during my childhood time?

3) Which part do you not understand?
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Task 2 (Anthroposophy Lecture Chapter 5&6)
1. What is the sentences that touches you the most.
i) The Waldorf school is not meant to be an ideological school. It is meant to be a school where what we can gain through anthroposophy with living inwardness can flow into practical teaching methods and actual teaching skills.

ii) Whenever we are in the presence of our children. We do only what they can safely imitate (whether in deeds, gestures, language or even though)

2. Is there a question you can find within yourself when you read through it?
As a teacher, am I "qualified: to be the role model/person who can be imitated by my pre-school students?

3.Which part do you not understand?
If one has the necessary basis of observation, one can perceive how the embryo, especially during the first month of pregnancy, is formed not only by the forces of heredity, but by the entire cosmos.

The maternal body is in truth the matrix ofr what is formed through commic forces, out of a state of chaos, into the human embryo

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Task 1 (Anthroposophy Lecture Chapter 4)
1. Ask at least one question to yourself
How should I connect with my spiritual side?

2.What is the sentences that touches you the most.
Teachers are truly grounded in an understanding of the whole human being, their knowledge of anthroposophy fills not only their intellect, with its capacity to systematize, but embraces the whole human being who also feels and wills.

3.Mark 2 key sentences
i) Antroposophical knowledge creaates in our teachers true forces of willl to do all that they can for growing children in accordance with the demands of each childs organization

ii) The spiritual is imperceptible to outer senses and if we take the so-called visual instruction method too far, we lead children into believing in only what is sense perceptible, that is into -- materialism.

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Waldorf Education & Anthroposophy-Lecture4

1.　What is the sentence that touches you most？

Insofar as we are human, then, we are growing, continuously changing beings. And as educators, likewise, this is the kind of essence that we must pour into children's souls.  All ideas , thoughts and feelings that we pour into children during their school years must have the essence of growth in them.

Consider well the what, but consider more the how

2. Is there a question you can find within yourself?

How do I grow and cultivate myself to be a good adult and educator?

3. which part do you not understand?

So far, I understand the words.

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Sketching

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Form drawing

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Waldorf Education & Anthroposophy Lecture 4,5,6

Chapter 4

What is the sentence that touches you most?

When we stand before a child who is an imitator, we must be mindful even of our thoughts, not only our actions.

Is there a question you can find within yourself when you read through it?

If the child’s will (for example listening to instruction) is not properly build in the early years, what can we do to help him with it?

Which part do you not understand?

The most important force in education, between age of seven and puberty, lies in a pupil’s belief that the teacher, as an authority, knows what is right and does what is right. This must sink down into the child.

If students do not develop on the basis of this belief in the authority of the teacher, they will be unable, when older, to enter social life in a wholesome manner.

What is the connection between authority (early years) vs entering social life(later)?

Chapter 5

What is the sentence that touches you most?

We can enhance that feeling into a religious mood through which a child can learn how to pray. What was present in the devotional attitude of a praying child resurfaces as a power of blessing.

Is there a question you can find within yourself when you read through it?

How to pray “correctly” since learning to pray in childhood as it will turn into blessing during the fiftieth or fifty fifth year?

Which part do you not understand?

As a human being, learning to walk becomes integrated into the will sphere of the nervous system, so, in learning to speak, the child’s feeling life likewise becomes integrated.

If the child is 2years old and not willing to speak yet (but able to walk and run), the breathing system and feeling life is not strong yet? How do we go about the strengthen it?

Chapter 6

What is the sentence that touches you most?

Teachers do not implant an ethical attitude by moralizing.

Is there a question you can find within yourself when you read through it?

In the country where “eurythmy” is not easily available, what other alternative movement which can help to enable the inner life of the child?

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PL Eevonne Tan Lecture 5 & 6

1) What is the sentence that touches you most?
L5- Whenever we are in the presence of our children--we do only what they can safely imitate (whether in deeds, gestures, language or even thought)

L6- Many persons who, later in life, appear lacking in a sense of responsibility--lacking in loving devotion to the surrounding world--would have been helped if they had been taught writing in the right way.

2) Is there a question you can find within yourself when you read through the lecture?
L5-What will be the consequences in later life of what I am doing now with the child?
L6-The ability to distinguish between self and environment with full inner independence is achieved only at puberty.

3) Which part you do not understand?
L5-He or she hardly dares to open the door to enter into the presence of such a personality. Why is this so?

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TX Kui Yong Waldorf Education & Anthroposophy Chapter 4

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TX Kui Yong Waldorf Education & Anthroposophy Chapter 4

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1) Sentence that touches me the most
Consider well the what, but consider more the how.
If we train children to make their own judgements too early, we expose them to forces of death instead of giving them forces of life.

Life can evolve only with life.

2) Is there a question you can find within yourself when you read through the lecture?
To become fully human, people should be relieved of the coercion of work so that they can be free to play.

3) Which part you do not understand?
A child's memory and ability to think, and also a child's faculty of feeling, become very different nowadays.

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PGW - Hong Jun Yi  Individual task: Reading_ Read Anthroposophy Lecture 5&6 and answer the following questions

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PGW - Hong Jun Yi  Individual task: Reading_ Read Anthroposophy Lecture 5&6 and answer the following questions

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1. What is the sentence that touches you the most?
"Each teacher is given complete freedom. We do not insist on a fixed pedagogical dogma but, instead, we introduce our teachers to the whole spirit of anthroposophical pedagogical
principles and methods."

2. Is there a question you can find within yourself when you read through the lecture?
The above quote mentioned that teacher is given complete freedom, there is no insist on a fixed pedagogical dogma, how can we know the teacher is doing the right thing for the children? How can we measure this?

3. Which part do you not understand?
No.

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Leng : tell a story about how parrot imitate the sound of surrounding just like how children imitate from their environment. It is to remind parent always be a good role model to children and don't blame them when they do something wrong.

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Chapter 5

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Prepare a tiny opening speech / opening thought for a parents - teacher meeting 

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Prepare a tiny opening speech / opening thought for a parents - teacher meeting 

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Dear class 6 parents, it  is very important for our educational endeavours that is given to children to be done out of an inner, living experience with “love”. Not only must we consider well to only the “what”, but consider more on the “how”. In order to be able to foster living experiences , not death pictures within children’s educational approach. In Waldorf school's curriculum, we focus mainly on art, music, story, hands on experiences, gardening and etc. which are important to develop the willing, feeling and thinking in children development process.Dear class 6 parents, it is very important for our educational endeavours that is given to children to be done out of an inner, living experience with “love”. Not only must we consider well to only the “what”, but consider more on the “how”. In order to be able to foster living experiences , not death pictures within children’s educational approach. In Waldorf school's curriculum, we focus mainly on art, music, story, hands on experiences, gardening and etc. which are important to develop the willing, feeling and thinking in children development process.

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Waldorf Education & Anthroposophy - Lecture 5&6

1. What is the sentences that touches you most?

whatever a teacher or educator might be planning or preparing regarding any educational activity, there will always be the question in mind, what will be the consequences in later life of what i am doing now with the child? such an attitude will stimulate and organic, that is, a living pedagogy.

3. Which part you do not understand?

pg 183 - why eurythmy becomes an important educatinal aid for ages of 9-10?

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Lecture 5
Question 1:
Whatever the teacher or educator might be planning or preparing regarding any educational activity, there will always be the question in mind, what will be the consequences in later life of what I am doing now with the child? Such an attitude will stimulate an organic, that is, a living pedagogy.

Question 2:
How do I connect with the concepts into practical or influence to the child?

Question 3:
1. How does teeth changing affect the child readiness? How do I explain this to the parents?
2. How hereditary forces stemming from the child's ancestors effect on the child?

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1) What is the sentence that touches you most?

It is not the words that we speak to children

that matter, but what we ourselves are—and above all what we are when we are dealing with our children.

Teachers do not implant an ethical attitude by moralizing. To the child, they are morality personified, so that there is truly no need for them to moralize. Whatever they do will be considered right; whatever they refrain from doing will be considered wrong. Thus, in liv- ing contact between child and teacher, an entire system of sym- pathies and antipathies regarding matters of life will develop. Through those sympathies and antipathies, a right feeling for the dignity of human beings and for a proper involvement in life will develop. At this age, too, we can perhaps see emerging from the inner depths of the child’s soul something that sur- faces at times and needs only to be interpreted correctly.

2) Is there a question you can find within yourself when you read through the lecture?

How do I not emphasise on moralising children?

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Going inwards had surprised myself.. "Lights can be shed upon everything, even the most elementary things"

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Waldorf Education & Anthroposophy - Lecture 5&6 (reading post-w2)

1) What is the sentence that touches you most?
Pg 169 - it is not the words that we speak to children that matter, but what we ourselves are

2) Is there a question you can find within yourself when you read through the lecture?
N/A

3) Which part you do not understand?
Pg 180 - Rather, eurythmy originate in the perception of tendencies toward movement in the human being that may be observed—if I may borrow Goethe’s expression—with “sensible-supersensible beholding”.

What is “sensible-supersensible beholding”?

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1) What is the sentence that touches you most?

| Only by avoiding rigidity can we hope that what we plant into a child’s heart will emerge during later life in the right way

| We can therefore plant something like soulspiritual seeds in our children that will bear fruits of inner happiness and security in practical life situations for the rest of their earthly existence.

2) Is there a question you can find within yourself when you read through the lecture?

What will be the consequences in later life of what I am doing now with the child?

3) Which part you do not understand?

Page 180:
"Those movements are transformed into moving air, which in turn becomes the carrier of sound and tone perceived by the ear. But there exist other inner tendencies or inclinations toward movement which proceed no further than the nascent state and yet can be studied by “sensible-supersensible beholding.” It is possible to study what is formed in a human being but never becomes an actual movement, being instead transformed, or metamorphosed, into movement of the larynx and the other speech organs.

What is this paragraph trying to express and what does "sensible- supersensible beholding" means?

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Lecture 5&6
1) what is the sentence that touches you most?

What will be the consequences in later life of what I am doing now with the child? Such an attitude will stimulate an organic, that is, a living pedagog. (Page 152)

2) is there a question you can find within yourself when you read through the lecture?
Being conscious, awareness..

3) which part you do not understand?

A) pg 153 last para where it discusses about “ latent heat” and “liberated heat” . Can you please elaborate on this.

b) pg 190 first para with regards to the “ blushing and paling in the human face” - how and what is the connection to sympathies and antipathies?

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In out
I am suprise ..

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~Waldorf Education & Anthroposophy - Lecture 5 and 6
1. What is the sentence that touches you most?

It is not the words that we speak to children that matter, but what we ourselves are—and above all what we are when we are dealing with our children. (P.169)
we must always bear in mind that the activities of each succeeding year of a child’s development occur against the background of that child’s entire life. We can therefore plant something like soul-spiritual seeds in our children that will bear fruits of inner happiness and security in practical life situations for the rest of thei earthly existences.(P.173)

2. Is there a question you can find within yourself when you read through the lecture?

Not enough consciousness. Let old habits dictate my behavior.

3. Which part you do not understand?

The etheric body is primarily a kind of regulatory agency and points to something that belongs, not so much to the human spatial organization, but to something of the nature of a “time organism.”

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The Fundamentals of Waldorf Education -Chapter 4(Z-MYS Lim Chiou Min) 

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The Fundamentals of Waldorf Education -Chapter 4(Z-MYS Lim Chiou Min) 

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1. Ask at least one question to yourself (personal question) that is related to the chapter.

How do we as the parents prepare ourselves to instil the right thing/ way and prepare the environment for the kids?

2. An idea or a sentence in the chapter that touches you most.

What really matters is how the adults meet the young, how they approach them. From experience - many times confirmed- I can only point out that this whole question of younger generation is often a question of the older generation. As such, it can perhaps be best answered by looking a little less at the younger generation and looking a little more deeply into ourselves.

Pg 137, Chapter 4

3. Mark 2 key sentences.

“Only when we play are we fully human, and we play only when we are human in the truest sense of the world”

Pg 122, Chapter 4

We must learn how to make life worthwhile again, from both the social and individual points of view, not only by introducing more play but by taking up our tasks in a more human way…. We must teach young people to work in the right way. The concept of duty must be brought into school, not by preaching, but in the right and natural way- which can be achieved only through a thorough, well grounded, and correct knowledge of human nature.

Pg 123, Chapter 4

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On Waldorf Education and Anthroposophy – Lecture 5 and 6

What is the sentence that touches you the most?

Happy are those children who – before they must find a personal relation to the world by means of individual judgements, will impulses, and feelings -receive the world through someone in whom the world is rightly reflected.

Is there a question you can find within yourself when you read through the lecture?

If movements were not sufficient in the Willing child, and inorganic interest penetrated too soon in the Feeling Child, still, will Life sort it out on its own healthily and balanced if other matters were taken care of?

Which part you do not understand?

1)      Page 166 – Explain Rubicon, is it a stage where the feelings of everything surrounding the child deepened into the soul? what does it means by at Rubicon stage, the child learns to differentiate its individual self from its surroundings. (Page 178). Any example of separation from surrounding.

2)      Page 175 – how about young children – being one with the surrounding? What example of being one with the surrounding?

3)      How to differentiate a child who write mechanically and a child who write with painterly quality.

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1）What is the sentence that touches you most?
-Rigid concepts would have

the effect of fettering a child’s soul life instead of allowing it to

evolve  freely  and  flexibly.  Only  by  avoiding  rigidity  can  we

hope that what we plant into a child’s heart will emerge during

later life in the right way

2）not sure Im a good role model for my student or my children