CONFLUX CAFE # 5

Dear Friends,

Welcome Spring!

For those who didnt catch it......there is a new school in Northland paving the way for complete technology in the Classroom; open plan, teacher particicpation as guide only.

This shifts the 'authority figure' from a human teacher to an electric machine.

Rudolf Steiner predicted humanity would be overtaken and mechanised in the future , which is another reason  he launched the Waldorf School .  I am so grateful we espouse the protective Waldorf education to maintain a stream of people who do not succumb to this very overwhelmingly fascinating temptation which has not yet shown its' true results.

We need to be armed with proper knowledge to stay strong and convinced our path is other than mainstream.  Hence Hartmut's Workshop this weekend!  Do come and see for yourselves.

'Future-focused' schools lead the way

"We teach with learning areas combined together around projects of contexts that the kids have helped create with us, that they want to explore."

3news.co.nz

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The young child accepts us as perfect and good; once he becomes older and sees our imperfections, the most important thing is that the child sees we are striving to do better - Rahima Baldwin

You Are Your Child’s First Teacher

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Waldorfish is in China! This is the group Brian is working with at a workshop for parents new to Waldorf education, at the Shenzhen Waldorf Training Center.

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Computers destroy that memory!

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Waldorf Education is Developmentally Appropriate - What exactly does this mean?

When Waldorf teachers say their curriculum is developmentally appropriate they mean it! But Waldorf educators understand child development in a unique way....

waldorfpublications.org

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*** Why Waldorf: My child is happy and learning Scott, Vice President of the Waldorf School of Philadelphia Board of Trustees, discusses the positive impact Waldorf education has had in his daughter's life. youtube.com Attachments area Preview YouTube video Why Waldorf: My child is happy and learning Why Waldorf: My child is happy and learning *** Friday morning Study....The human Being. 10.am  28B High Street. all welcome. *** Thankyou for Reading. Anne Perry.

CONFLUX CAFE #4

​​Important Event!

                                   Workshop- Electricity/Magnetism.

Why the Motueka Rudolf Steiner School doesnt have wi-fi.

 7.30 Friday 4th Sept.

 Community House, Deck's Reserve.

Saturday 10am-3pm.

 Koha.

Mr. Hartmut Kuwilsky from Wellington will share his knowledge of electricity/magentic forces, their true nature and effect on the human being.

We hope you take advantage of this unique and important Workshop which will include demonstrations. Not to be missed for our Community!

http://totsan.blogspot.co.nz/2015/06/motueka-branch-of-nz-anthroposophical.html

Anne Perry for Motueka Anthroposphical Group.

***​Waldorf Education and the Use of Technology

By Vicki Larson

According to the Kaiser Foundation, children and youth use four to five times the recommended amount of technology, with serious and often life-threatening consequences. Electronic technology and media have the power to take us outside our bodies and outside time: they mesmerize and often addict us, and by their very nature – think of the word media – they mediate our experience of the physical world.

Because of its stance on technology and electronic media, Waldorf education is consistently garnering attention. Since a primary goal of Waldorf education is to ground students in their bodies, in three-dimensional space and in human interaction, the schools aim to oer students unmediated experiences. But what exactly is Waldorf education and how does it educate students in the use of technology?

Technology is a creative interaction with the world. The Greek word techne means “making,” “craft” or “art.” For the Greeks, there was an art of speaking, an art of doing. Art is the technique of doing things well. Technology, the study of techniques, is integral to Waldorf education. Students are taught to interact in creative and innovative ways with the world they meet.

In order to fully understand how Waldorf schools approach the use of technology, it is important to know that they define “technology” broadly (as a way of interacting with the world), rather than narrowly (as mere devices and software).
The Essence of Waldorf Education

The Waldorf philosophy on technology is based on a developmentally appropriate curriculum, founded on the understanding that every child goes through three distinct phases of development: infancy and early childhood (birth to 7); middle childhood (7 to 14); and adolescence (14 to 21). Each stage requires a dierent approach. By facilitating self-initiated exploration and learning through play and imitation during early childhood, engaging the imaginative nature of the child in the lower school and delivering a curriculum that answers a dierent life question each year in the high school, Waldorf schools strive to meet students right where they are in their development. Some Waldorf teachers use the metaphor of a rubber band stretched tightly, slingshot-style. By holding back on introducing material until a student is ready (pulling the rubber band tighter), a teacher enables a student’s imagination to fly further once it is oered.

This rubber band metaphor is especially apt in relation to the way that Waldorf schools introduce technology to students. It is not until middle school that students begin to engage in Internet research and computer science. Even in high school there are no Smartboards or iPads in Waldorf classrooms, out of a belief that these devices can create distraction and dependency, and can take away from a student’s ability to develop the capacities to calculate, analyze, and connect with others.

Waldorf schools prioritize engagement (the human interaction between teachers and students and between peers) in the classroom, and the social skills that come with it: making eye contact; learning to listen; developing flexibility of thought and the ability to see another person’s perspective; and working together in a group to solve problems or understand a di cult concept.
Early Childhood: Doing

As a foundation for healthy development, children must have trust in the world. From birth to age seven, the aim of the Waldorf teacher is to surround students with beauty, truth and goodness. The teacher strives to be a model worthy of imitation, and to share all that is good in the world with the students. He or she also focuses on providing an environment that enables the children to develop healthy bodies and wills, engaging their natural desire to move and explore, to do.

At this stage, a key goal is learning to see how the world works. Technology is understood as learning how to have an impact on how things work: moving a stone from one place to another when it’s too heavy to lift, creating a lever or a pulley from a piece of wood, pouring water so that it goes where one wants it to go. In early childhood, technology means understanding and mastering one’s physical body and its interactions with the world.
Middle Childhood: Feeling

From ages 7 to 14, the child’s feeling is engaged through stories and the direct, unmediated relationship with the class teacher, who loops with the class for several years. Each morning in main lesson, children are told stories related to the block, a period of intensive study on one subject, they are studying; students are taught in blocks from grades 1-12.

In the early years of the Lower School, when connecting students to their studies through their feelings is paramount, there is no electronic technology in the classroom. But the concept of techne lives strongly: teachers are instructing students in the art of doing things well. A hallmark of the Waldorf pedagogy is that all subjects are taught artistically, developing the corpus callosum, which connects the left and right hemispheres of the brain and facilitates communication between the two hemispheres.

This means that, in grade 1, children learn to write by first seeing the letters of the alphabet as images: a king with arms outstretched forms the letter K; a mountain makes the letter M. The students then practice drawing these characters. From there, they learn to string the letters together into words, and then to read.

In grade 3, during their study of house building, they build models of houses that have been constructed throughout time and across the globe. In grade 5 geography, they create detailed maps that help them orient themselves in space. In grade 8, as they study geometry, they sculpt geometric forms in clay to help them see and feel the forms in three dimensions, making an abstract concept tangible.

These physical experiences of drawing letters, building houses, and sculpting complex forms develop dierent neural pathways than would be developed by looking at letters on an electronic device or researching the history of architecture or geometry on the Internet. Electronic technology and media do not enter students’ lives until about age 11, when computer science and Internet research skills are introduced in middle school. Waldorf schools believe that students are ready to engage with electronic media only after they have spent several years living in the world in three dimensions, and developing mastery over their bodies and their wills.
Adolescence: Thinking

The strengthening of the intellect and critical thinking are key areas of focus in the adolescent years. Until Waldorf high school students graduate at age 18 or 19, their teachers are engaged in helping them answer a dierent question each year: In 9th grade, students are questioning the world around them and are interested in the dynamics of change. By 10th grade, the students develop a more harmonious worldview, revealed in questions such as “How do the processes of the world bring contrasts into balance?”

Between 10th and 11th grades, the student embarks on what will be a lifelong quest for knowledge of self and others. As seniors, students explore the nature of existence through such disparate sources as American Transcendentalism, Russian Literature, evolutionary theory and modern history.

As they explore these questions, students employ technology as Waldorf broadly defines it. They use surveying tools to map the topography of an area; they do coppersmithing, woodworking and bookbinding in their applied arts classes; they continue with computer science in their mathematics classes; they might participate in robotics club.

They learn from experience that tools are used to create something that the human hand cannot create alone. As they move through high school, they come to understand that electronic technology and media are tools that used to extend the reach of our hands and the range of our intellect, the speed of our processing and the sphere of our influence. By seeing technology as a tool, they learn to master it and use it appropriately – to develop a relationship to it, as they would with any other tool, while remaining grounded in the physical world.

To support the Waldorf emphasis on engagement with other people as a primary mode of learning, high school classrooms remain mostly free of electronic media. That said, at this stage the school’s media policy becomes more flexible; many, if not most, Waldorf high school students have smartphones and tablets. Students learn to manage the challenging personal and interpersonal dynamics that accompany the use of social media.

As the national debate about technology in the classroom rages, most Waldorf schools continue to encourage parents to offer alternatives to screen time for children under the age of 11. It is a priority for teachers that students remain firmly rooted in the physical world, through direct experience and observation.
Educating for the Future

Does this approach – eschewing technology in favor of engagement with the world and with other people – work? It is often noted that what sets a technological innovator apart is not prowess with a particular device or platform, but the ability to collaborate, solve problems, build human relationships and analyze the relationship of component parts within a complex whole. It is exactly those capacities that the Waldorf approach aims to build.

In his 2005 book, “A Whole New Mind,” analyst and author Daniel Pink posited that our economy is moving from the information age to the conceptual age, in which cognitive or creative assets such as design, storytelling, teamwork, empathy, play and meaning will be paramount. When asked how the Waldorf education fits with the dawning of this new age, he said: “Waldorf schools get the idea that the arts are fundamental, not ornamental. They focus on the unit of the child, not the school as an institution. … Waldorf promotes autonomy and self-direction, whereas most schools actively squelch those qualities in favor of compliance, which seems to be the most important value. The irony is that compliance is much harder to achieve and it is less important in the work world.

“I think Waldorf schools are very much in synch with the notion of (the) Conceptual Age… They foster internal motivation in students, as well as mastery and persistence. They teach the habits of the heart that children need to do well in life after school.”

Indeed, Waldorf graduates tell their alma maters that they graduate and enter the world ready to meet and master the technology that surrounds them, and grateful for the time they had to explore the physical, non-mediated world before encountering the digital one.

Vicki Larson has been supporting the Monadnock Waldorf School in Keene as a consultant since April. She is the director of communications and marketing at Green Meadow Waldorf School in Chestnut Ridge, NY. For more information about Monadnock Waldorf School, click here.

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"She may look like you. She may act like you. She may sound like you. But she is her own person. Don't try to make her you."

50 Things To Remember About A 9-Year-Old Girl

One day soon, she will seriously doubt her ability to do anything. It is your job to remind her of the truth.

slnm.us

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Waldorfish is in China! This is the group Brian is working with at a workshop for parents new to Waldorf education, at the Shenzhen Waldorf Training Center.

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It was their early rush into what Dr. Allen calls pseudomature behavior that set them up for trouble. Now in their early 20s, many of them have had difficulties with intimate relationships, alcohol and marijuana, and even criminal activity. “They are doing more extreme things to try to act cool, bragging about drinking three six-packs on a Saturday night, and their peers are thinking, ‘These kids are not socially competent,’ ” Dr. Allen said. “They’re still living in their middle-school world.”

Cool at 13, Adrift at 23

A study finds that after early adolescence the social status of socially precocious teenagers often plummeted.

well.blogs.nytimes.com|By Jan Hoffman

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CONLUX CAFE #3

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Door to a math room

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Kolisko Conference Reports.




Rebecca:

I very much enjoyed the July Kolisko Conference in Cambridge. As someone whose woldview is influenced by anthroposophy it was a pleasure to have the opportunity to be around others who are also keen to look at some aspects of these concepts. There was much to learn, to take in and to explore and discuss further. Going to the Kolisko Conference always feels like a full on holiday.

Peter:
I learned about the harmful effects of stress on children from both a learning and health perspective.  I then learned how Waldorf Education is uniquely structured to reduce stress and trauma, and also heal children from the creeping trauma of modern living.
Ellen:


​Thanks to last minute combined
support and funding Peter and I were on our way to Cambridge.
It felt to me like a dream come true.  My early years as

a​

mum were supported by Michaela Gloeckner's book on childrens health, so I "knew" her from long ago. Sitting in her lectures w

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a highlight, for those personal reasons.  Hearing Christof Wichert speak was pure joy, and so inspiring.  I'm hugely grateful to learn from them how Waldorf education and anthroposophical medicine understand and meet the developing human soul, especially when trauma has occurred. From every speaker, I took away more understanding and clarity, and still more questions arose in me.  Their integrity, deep knowledge and rich experience, warmth and humour made it an unforgettable and enriching time for us.
Peter and I went with a suitcase full of information about our future plans, our school, and quite a few Dollmakers items. All was greatly appreciated, admired and wanted, ( we sold more then $1200 worth ). Our set-up was a wonderful avenue for us to make contact with people, and with the support of the Motueka / Nelson team, I think we talked with most of the 350 participants. As a result, we have had an initial enquire from a lady from Hong Kong, hoping to come for a 2 week visit in December.  So we did our best to spread our word loud and wide.
The participants came from China, Japan, Fiji, India, Australia, New Zealand and as far away as Europe.
This Kolisko Conference happens only every 5 years here in NZ, and was only the 2^nd one all together.  I'm thrilled to have been part of it and so enjoyed being a part of our big team from little Motueka.




Verena:


Overall I felt bathed in depth of knowledge and understanding of the human being, so much so that I find it hard to try to put words to it. The tip of the iceberg of Anthroposophy has become more visible, shaped and defined in my heart. What a privilege to have been able to go there - now I have more questions about life than ever before.

I liked to learn more about the 4 temperaments and how to adapt and change my thinking to see the positive side of every temperament, every trigger from a person's temperament's behaviour, which, of course, can often be such a challenge. When I am feeling stressed I am more likely to go to the 'negative' behaviour patterns of my dominant temperament or generally just my different temperaments. No wonder that stress in relationships, stress at work, stress at home will bring forth my less 'nice' qualities, which will make life more challenging still.
I am definitely ready to learn more about these temperaments which will help me see and understand myself better as well as all people around me. What a wonderful and rich knowledge and such an empowerment this provides for humanity.








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​"Workshop: Looking at Light, Electricity and Magnetism from an alternative perspective"

 Friday September 4th...7.30pm    evening... and Saturday  5th....from 10 am till 3pm.

Mr. Kuwilsky wrote the following:

 Concerning the planned workshop      4th and 5th September,A very important part of this workshop will be to try to get a better understanding of the 'being' electricity, this in a deeper sense, based on observing its behavior, its activities and gestures. We will look at its interaction with warmth, light and the other elements.

Those who  could particularly benefit: Firstly the parents, who might be asked by their children about electricity and then also those teachers, who have to teach electricity epochs.

  Recently I had the opportunity to observe a class which was taught about electricity at a local school (not a Rudolf Steiner school) and I also had a look at the teaching material.  -  The teachers certainly use all the officially recommended and approved MoE published material, [and that is, without question "scientifically totally correct"] -  but it gave me the impression of a very abstract and dead set of explanations, giving the children a picture of a world of lifeless Electrons, reacting to abstract laws.

If we can achieve what is intended with our workshop, it will be possible to give the children lively action-filled pictures, showing them deeds of electricity in contact with the other spheres of our world they experience and have active contact with.

Mr. Kuwilsky is going to great lengths to gather paraphenalia for his presentation. This will be a rare opportunity to see for your self the nature and effect of electricity, as well as many other aspects and questions concerning electro-magnetic fields and their effects on the human, [even on our ability to meditate!]  Please make a special effort to join this workshop..it's free and unique!  Young adults welcome but not children this time . Please  mark your calendar!

http://totsan.blogspot.co.nz/2015/06/motueka-branch-of-nz-anthroposophical.html 

Anne Perry.

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Parenting Lessons I Learned From a Waldorf Kindergarten: simple, good habits that any parent can practice regardless of how they choose to educate their kids or what their family believes. http://ow.ly/OjbD9

Parenting Lessons I Learned From a Waldorf Kindergarten.

I spent a year working in the Waldorf Kindergarten and the lessons I learned have stayed firmly with me ever since. When I became a mother almost...

elephantjournal.com

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To the farmers of tomorrow, and today!

888,567 Views

David Wolfe

New MacDonald


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Parenting the Nine Year Old by Rahima Baldwin Dancy

Posted on June 30, 2015 by thebearthinstitute in Guest Blogger, Parenting, Teachers, Third Grade

Like this article? See another article by Rahima HERE. Find curriculum for your nine-year-old HERE.

Parenting the Nine Year I wrote this article to describes the developmental changes of the nine-year-old child and how parents and Waldorf education meet this psychological stage. It first appeared in Motheringmagazine.
For further information we also offer a CD of a workshop by Daena Ross on “The Nine-Year Change: Leaving the Garden.” Click here to see more information.
Parents of nine year olds often wonder, “What is happening to my child?” Children at this age can become very critical and argumentative, or very moody and withdrawn. Nightmares, irrational fears, headaches and stomachaches often arise. Some children feel as if no one at school likes them, or others become suddenly self-conscious about being rich, poor, or otherwise “different.” Parents may be accused of being unfair or of not understanding, as the child rushes off and slams his or her door.
Searching for an explanation for the changes in behavior, parents sometimes blame a new teacher, a recent move, changes in the family such as separation or the birth of a sibling, or simply “growing pains”. An understanding of what is actually taking place can help us avoid needless worry and provide the support and guidance that children need during this time.
What is Happening? 
The special needs of the nine year old are the result of an important change in consciousness that marks the end of early childhood and the transition to a new developmental phase. Rudolf Steiner, the founder of Waldorf education, states, “In the ninth year the child really experiences a complete transformation of its being, which indicates an important transformation of its soul-life and its bodily-physical experiences.”
Earlier, before the age of five or so, the child has a dreamlike state of consciousness in which the outer world and inner experience end to flow together. Outer events are not “observed,” but are deeply taken in through unconscious imitation. Whereas babies learn nearly everything through imitation, kindergarten-age children continue to imitate many aspects of their world, such as the movements of the teacher or parent.
While the power of imitation is so strong, the child feels united with the world and experiences no sense of aloneness. But with the loss of this power around the age of nine, the child feels separated from the world. Something that was hidden and slumbering begins to awaken. Nine year olds suddenly have a strong experience of themselves as separate beings, with a new feeling of distance from the world and other people. This sense of self, first experienced around age two-and-a-half, recurs now in a much deeper way, as the inner emotional life of the child begins to develop.
Although children react differently to leaving the sweet, dreamlike world of early childhood, one response is nearly universal: children become more conscious of their surroundings. You will probably find that what was once passed by unnoticed is suddenly focused on and questioned. This awakening to the world may be met with quiet astonishment or sharp criticism, depending on the child’s temperament.
A critical child may notice whether the statements people make are grounded in the real world or are a veneer. He or she may begin to question parents and teachers, wondering, “How do they know everything?” and, indeed, “Do they really know everything?” Something in the child is seeking reassurance that the authority of the adult will stand the test of quality, and that it carries an inner certainty.
In contrast, another child may become more withdrawn and start to look under the bed at night, or may have frequent stomachaches in response to this new sense of being alone. Parents whose children suddenly want to be alone often feel as if they are “losing” their children, as if the children no longer want to share their developing inner worlds. This is a time when intimations of mortality and death can enter a child’s consciousness. Religious questions and concerns about good and evil may also emerge with the child’s increased self-awareness and sense of choice and responsibility.
Usually, within six months after the ninth birthday (and sometimes earlier), the children are profoundly aware of this new sense of separateness between the self and the outer world. As the “I” penetrates into awareness, children begin to experience themselves as self-contained beings. The often feel as though they are in a threshold situation, poised, as it were, on the cusp of their own destiny. A 70-year-old woman wrote of this time in her life: “In this year I had a significant I-experience. I had just come from school in the city and had to change trams. In this moment of waiting, the complete certainty came to me that now all of life lay before me and that I was the one that must travel it.
Essentially, the nine year old is experiencing his or her own identity-to become a separate individuality, able to confront the outer world. Ideally, the child comes through this difficult time with a sense of connection with his or her higher self, a kind of “knowing” that will remain even after the heightened awareness is integrated.
My son spent many difficult months in the throes of “the nine-year change.” One night, as he popped out of bed for the third time, I had to muster great self-control to say, “What now?” “I’m glad I’m me!” he announced, radiating like the sun. He went on to explain, “It’s just like the song “The Age of Not Believing.” The words of the Disney song ran through my mind: “You must face the age of not believing, doubting everything you ever knew. Until at last you start believing, there’s something wonderful in you.” We all shared in his joy and thanked God that family life could once again return to normal.
Parenting Tips 
What can parents do to help their child through this important turning point at age nine? 
- Understanding what is happening will help both your child and yourself as a parent. When both parents, or parents together with the teacher, consider a child and his real needs, it can help give the child balance. Be patient– this, too, shall pass. Ten is a wonderfully harmonious time between the crisis at age nine and adolescence, when the next intensifying of self-consciousness occurs. 
- Be willing to let your child have her own inner emotional life. You can’t “fix it.” Honor her need for privacy or her sudden impatience with a younger sister. Be willing to let go and tolerate distance. Your relationship is changing and will improve again once alterations have been completed. Be nearby with understanding and reassurance that she is still loved. 
- Share your thoughts with your child about things that go beyond the every-day affairs of life. But don’t limit your child by providing “answers” or definitions that can’t grow within the child when asked about things like God or death. 
- Have faith in self-healing, in your child’s ability to come through this phase. Support individual artistic activity that attracts your child (writing poetry, keeping a diary, drawing or painting, music). 
- Support your child’s interest in the world by providing opportunities to build things, visit a farm, plant a garden, do work in the real world. Encourage a connection with the plant and animal kingdoms and with simple human creative activities now before the child explores the world of technology, which is more appropriate for adolescence. 
- Nourish your child with stories that illustrate the interconnectedness of life and the powers of fate and destiny. The story of Joseph and his coat of many colors has this element of the dream heralding his destiny and the patience he needed to see it manifest. In the curriculum of the Waldorf schools, the Old Testament stories are .told in third grade because they mirror 2- the inner state of the nine-year-old child. The creation story, for example, describes the child’s own experience of leaving the paradisiacal realm of early childhood, acquiring new self-awareness, and with it the added dimensions of choice and increasing responsibility for one’s actions. In fourth grade the heroic tales of the Norse myths represent the exploits of the new ego in larger- than-life fashion. The Waldorf curriculum also introduces the child to the world through projects in house-building, farming, and the study of the plant and animal kingdoms, not as abstract sciences, but in relation to the human being. 
- Recognize that the child needs to establish a new respect for adult authority that goes beyond the blind acceptance of the younger child. Parents can encourage this by honoring a child’s new relationship with a teacher or other adults in his life. Steiner states, “What matters is that at this moment in life, the child can find someone–whether this be one person or possibly several persons is of less importance–whose picture it can carry through life.”(3) Parents can also help themselves be this kind of authority by presenting a united front to the child and by both sitting down with the child when questions of discipline arise (single parents may want to bring in a teacher or other adult during this time).
The magnitude of the changes that a child of this age is going through can be better understood if you contemplate the differences between the child of seven and the child of twelve. The seven year old is light-hearted and always in movement. The limbs are active for learning (through touching, doing, walking the times tables, and so forth). In contrast, the head is relatively large and still dreamy. The seven year old is just beginning to get adult teeth. His or her emotions are easily influenced by impressions from the world, with tears changing to smiles relatively easily.
The twelve year old, on the other hand, has a head that is very awake for thinking and longer limbs which seem heavy, tired, and often awkward to control. There is a rich and sometimes over-powering inner emotional life; the older child brings a great deal more to each experience. Physically, the sexual organs are beginning to mature as the child enters puberty.
The nine-year-old is in the middle between the world of early childhood and the world of adolescence. The physical and emotional changes which you may observe in your nine-year-old child are the outer manifestations of the tremendous change in consciousness which is going on within the child’s expanding inner world. By understanding the nature of these changes, we can better provide support in parenting the nine year old.
Awakening to the world and a new sense of self brings with it a new need: to understand the real world of everyday life, while at the same time long for intimations of something beyond ordinary life. As parents and teachers, our task is to become loving authorities for the growing child, sharing both a true picture of the world and a sense of our own inner striving.Old

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No other work of art gives us the feeling of utmost inner joy as the fairy tale with its unsophisticated pictures, yet we can also know the deep soul experience from which such a tale arises. It is a prosaic but accurate comparison to say, we can know a great deal about the chemistry of our food and still take pleasure in something delicious we're eating. And so we can know and understand something about these deep inner soul experiences in us that are felt but not “known” — and that emerge as the pictures of fairy tales. -rudolf steiner
ly on the way to grandmother's house

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​ A stepping off place for young adults!

<iframe width="560" height="315" src="https://www.youtube.com/embed/wciHfGdMoUw" frameborder="0" allowfullscreen></iframe>

Attachments area

Preview YouTube video About Orientation Aotearoa

About Orientation Aotearoa

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Attachments area

Preview YouTube video About Orientation Aotearoa

About Orientation Aotearoa

2nd Grade - Heroic Tales & Ethical Fables

The 2nd grade curriculum focuses on stories of heroic people around the world and juxtaposes these with fables that engage children with a strong picture of morality and responsibility.http://chicagowaldorf.org/curriculum/grade-school/grade-2


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Thanks for reading Conflux cafe.
Anne Perry   ...editor

CONFLUX CAFE #2

Welcome to Conflux cafe

Midwinter

A Time of Quiet and Inner Reflection.

The Still Place when the Earth pauses before breathing out again.

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TOP OF THE SOUTH ANTHROPOSOPHICAL NEWS #2

Welcome to TOP OF THE SOUTH ANTHROPOSOPHICAL NEWS  #2

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First Goetheanum

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The Nelson study group invites you to our St. John’s Festival on Saturday the 27th of June at 92 Totara View Road , Wakefield.

The Theme is:

St. John’s Festival and the working of the Archangel Uriel in our time.

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We will have an artistic activity as well.

We will meet at 4pm and will starting with the Festival talk.

Afterwards shared supper.

​"Workshop: Looking at Light, Electricity and Magnetism from an alternative perspective"

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​The Motueka Branch of the NZ Anthroposophical Society invites you to ​ an Event 

A journey beyond the border of our sense-perceptible world,

a glimpse at the realm of Electricity and Magnetism.

​Community House Motueka

Deck's Reserve.

                                                                                      


September  4th /5th .​   

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Modern technology gives us highly-sophisticated and very powerful tools. A fundamental fact of life is, that it is dangerous, maybe even fatal, to handle a powerful tool without a good and solid understanding of its functions. As Electricity and Magnetism are very important players in our present day race for technological development, an attempt to gain a deeper perception of these forces and to explore their nature and their relationship with other forces promises to be fruitful.

• Friday evening 7.30pm: 
  "A journey through the world which our senses allow us to explore -  Warmth, Light, Water and Earth.
   Exploring Polarities:
          Gravity-levity, light-darkness, cold-warm, dry-  moist,
           alertness-inertness, vulcanism and snow-formation"
  
• Saturday morning 10am - 12pm:
  ​ "An attempt to gain some understanding of the realms beyond our sense perceptions - Electricity, Magnetism, and other fields."
   
• Shared Lunch 12am - 1pm.
  
• Saturday afternoon 1pm - 3pm:
  “Continuation - with some demonstrations and physical experiments”
  

Considering the enormous amount of thought, of money and of dedication which presently flows into technological development, it should be easy to accept that also serious thought and work on the other side is necessary. Let's use a workshop-like meeting to develop ideas in this direction. Let us try to discover ideas linking our Being and Life-Work with these elements. Some demonstration and physical experiments will be part of the workshop.

​The conceptual idea behind this workshop does not assume a technological degree or spiritual scientific knowledge. Potential participants are encouraged to bring thoughts and contributions from their personal field of experience.

Wellington based Hartmut Kuwilsky's professional life as an engineer has given him insight into technological fields. As a young engineer he was enthusiastically convinced that he would help building “the best world possible”.  He still fully admires the fantastic technological achievements, because he experienced first-hand the enormous amount of thought-power, of time and development effort which has made this all possible. However, by looking at some of the effects and also coming into contact with ideas and research about alternative solutions, he is now convinced, that we should not allow the developers and the financial forces behind it alone to pour their ideas into this process. We all, being users of this technology, being affected by it, have to make a conscious effort to understand what’s happening and to develop new ideas, in order to balance a single-sided, only technology-driven development path.

 All welcome, particularly the younger adults, …..  it concerns your future!​ 

The Workshop will be free but a Koha to defray travel expenses would be appreciated. 

​Please register your interest by return email for planning purposes to Anne Perry annonaeo@gmail.com Motueka, or to Hartmut Kuwilsky hartmutky@yahoo.com