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The actions are performed by two or three celebrants. The head officiant stands in the middle. The officiant standing to the right (as seen by the community) is responsible for the Communion, i.e., the part of the service in which participants act as individuals. The celebrant on the left is responsible for the Gospel reading. The lead celebrant has responsibility for all remaining parts. If only two celebrants are present, the lead celebrant takes the part of the missing celebrant. All celebrants always face the same direction as the lead celebrant. There is no liturgical garb. In all services, the parents, their substitutes, and the teachers lead in the students and then take their places at the rear of the room. Just before the service and even before the students are admitted, the lead celebrant says: By your power, O spirit of God. I will direct to you The souls entrusted to me. Your light illumines the center of my thinking. Your warmth fills the center of my compassion. Your penetrating soul power irradiates my willing body. I make my service unto you. Candles are lit before and after the community (including the elders) enter the room. Immediately before the first or last words of the service are heard, the seated officiants rise and place themselves before the AItar, then they return to their chairs. Only the head officiant remains standing all the time. The chairs are not used in the sacrificial ceremony. Concerning the style of speech to be used, Steiner said: "Be hesitant at first, groping for words. Recognize when the spirit begins to flow to you and let it express itself then." — Die Kultushandlungen der Christengemeinschaft und DIE KULTUSHANDLUNGEN IN DER FREIEN WALDORFSCHULE, pp. 99-100 I Sunday Service for Children (This is celebrated for the children of 1st to 8th grades until Confirmation, on every possible Sunday. For Christmas and Sundays between December 25th and January 6th, the Christmas story is used.) The candles are lit, then the parents or their substitutes and the teachers enter the room of consecration. The children enter the consecrated room in pairs. At the entrance one of the two celebrants takes a child by the hand and the ministrants together say in chorus to each child: "You know, you are going to the service, which will raise your soul to the Spirit of the World." Then, when all the children are gathered in front of the altar, the actual ceremony at the altar begins. The two ministrants stand to the right and left in front of the altar. We now direct our thoughts and feelings to the spirit, to the spirit that liveth and worketh, that liveth and worketh in stone, plant and animal, that liveth and worketh in human thinking and human deed, that worketh in all activity, that moveth in all life, that leads the living into death, so that it may live anew, that leads the dead into the living, so that it may see the spirit. (Until reaching the phrase "feeling and willing," the acting officiant stands with raised right arm pointing to the image of Christ at the altar. The fingers of the hand are not spread.) He who is working as spirit in the universe received a body. Christ died. He became alive within the being of humanity, who gave him dwelling in their heart. May our heart turn to Him, too, it interfuses itself with his power, so that He may work in it, so that He permeates our thinking, feeling and willing. The acting celebrant addresses the children: My dear ones! We learn to understand the world. We learn to work in the world. The love of people to each other enlivens all work of mankind. Without love, human existence is bleak and empty. Christ is the teacher of human kindness. All speak now [the acting ministrant may speak the single verse first]. The right hand of the acting ministrant encloses while this prayer his closed left hand. During this prayer he stands facing the church: Let us pray. We raise all our feelings and thinking to God's spirit. We worship the spirit of God. We love the spirit of God. We will remember the spirit of God when we are alone, and also when we are with all dear folk. Then He will be with us. The acting ministrant now takes each child's hand or respectively he puts his hand on the child's head and says: The spirit of God will be with you, if you seek Him. The child answers: I will seek Him. Now the acting celebrant turns again towards the altar and speaks to the children with his hands to bless, both arms raised straight with outward-turned palms, the fingers spread in such a way that three groups emerge: little finger and ring finger, middle finger and index finger, and the thumb: I call to God's Spirit, that He may be with you, if ye seek Him. We now proclaim the Gospel ___ In the chapter and verse _____ 1 (During the reading, everyone stands.) Gospel reading 2 Insertion (Pentecost) We sing now... Song 3 Addressed again to the children: Dear children! I let you go now. But keep in good thoughts what you have heard, felt, and thought here. (Music) Then the children leave the hall after the books are closed and the acting celebrant retreats from the Christ image. Footnotes In the Waldorf School, this is always spoken by the main official. Here originally John 1: 1-14 was always read ... Today the reading is based on the liturgical year. The acting officiant does not join the singing. — Die KULTUSHANDLUNGEN DER CHRISTENGEMEINSCHAFT UND DIE KULTUSHANDLUNGEN IN DER FREIEN WALDORFSCHULE, pp. 74-76. The Altar: Three steps rise to the altar. On the steps, on the left and right, there are always single candle-holders. On the altar are seven candles, with the tallest at the center. To the left and right of the candles are flowers. Left and right of the altar stand, facing the congregation, very low chairs with large backrests. The whole altar is bedecked in red. Above it hangs the portrait of Christ by Leonardo da Vinci. — Hischam A. Hapatsch, DIE KULTUSHANDLUNGEN DER CHRISTENGEMEINSCHAFT UND DIE KULTUSHANDLUNGEN IN DER FREIEN WALDORFSCHULE Translation help- many thanks to Dagmar. 😊 Deutsch: Die Sonntagshandlung für die Kinder (Diese wird für die Kinder der 1. bis 8. Klasse bis zur Konfirmation möglichst an jedem Sonntag gefeiert, für Weihnachten und die Sonntage zwischen dem 25,12, und 6.1 gibt es statt dessen die Weihnachtshandlung.) (Die Kerzen werden entzündet. Dann betreten die Eltern bzw. deren Stellvertreter sowie die Lehrer den Weiheraum. Die Kinder werden paarweise in den Weiheraum eingelassen. Am Eingang wird jedes Kind von einem der beiden Ministranten an der Hand genommen und zu ihm - die Ministranten sprechen dies zusammen chorweise - gesagt:) Du weißt, du gehst zu der Handlung, Die deine Seele erheben soll zu dem Geiste der Welt. (Nun, wenn alle Kinder vor dem Altar versammelt sind, beginnt am Altar die eigentliche Handlung. Die beiden Ministranten stehen rechts und links vor dem Altar.) Wir erheben jetzt die Gedanken und Empfindungen zu dem Geiste, Zu dem Geiste, der lebet und wirket, Der lebet und wirket in Stein, Pflanze und Tier; Der lebet und wirket in Menschendenken und Menschentun, Der wirket in allem Wirkenden, Der lebet in allem Lebenden, Der das Lebende in den Tod führt, auf daß es neu lebe, Der das Tote ins Lebende führt, auf daß es den Geist schaue. (Bis "...Fùhlen und Wollen" erhebt der Handelnde seinem rechten Arm in weisender Gebärde zum Christusbild über dem Altar. Die Finger der Hand werden dabei nicht gespreizt.) In ihm nahm Leib an, der da wirket als Geist im All. Christus starb. Er wurde lebendig im Sein der Menschen, Die ihm Wohnung gaben in ihrem Herzen. Auch unser Herz wende sich zu ihm, Es durchdringe sich mit seiner Kraft, Auf daß er in ihm wirke, Auf daß er durchdringe Unser Denken, Fühlen und Wollen. (Der Handelnde wendet sich zu den Kindern:) Meine Lieben! Wir lernen, um die Welt zu verstehen. Wir lernen, um in der Welt zu arbeiten. Die Liebe der Menschen zueinander belebt alle Menschenarbeit Ohne die Liebe wird das Menschensein öde und leer. Christus ist der Lehrer der Menschenliebe. (Alle sprechen nun [wobei der Handelnde die Zeilen auch einzeln vorsprechen kann]. Die rechte Hand des Handelnden umfaßt bei diesen Gebet die geschlossene Linke. Er ist während dieses Gebetes der Gemeinde zugewandt.) Wir wollen beten. Wir erheben all unser Empfinden und Denken zum Gottesgeiste. Wir verehren den Gottesgeist. Wir lieben den Gottesgeist. Wir werden gedenken des Gottesgeistes, Wenn wir allein sind, Und auch, wenn wir mit Menschen zusammen sind. Dann wird er mit uns sein. (Der Handelnde reicht nun jedem Kind die Hand bzw. legt ihm die Hand auf den Kopf und spricht:) Der Gottesgeist wird sein mit dir, wenn du ihn suchest. (Das Kind antwortet:) Ich will ihn suchen. (Nun tritt der Handelnde wiederum zum Altar zurück und spricht zu den Kindern gewandt mit segnenden Händen. Dabei werden beide Arme mit nach außen gewendeten Handflächen gestreckt erhoben. Die Finger werden in der Art gespreizt, daß drei Gruppen entstehen: Kleiner Finger und Ringfinger, Mittelfinger und Zeigefiager und der Daumen.) Ich rufe zum Gottesgeist, Daß er sei bei euch, wenn ihr ihn suchet. Es wird nun verkündet das Evangelium nach ... im ... Kapitel, Vers ... bis....1 (Während der Lesung stehen alle.) Evangelienlesung2 Einschub (Pfingsten) Wir singen jetzt... Lied3 (Wieder zu den Kindern gesandt:) Liebe Kinder! Ich entlasse euch nun, Aber behaltet in guten Gedanken, Was ihr hier gehört, empfunden, gedacht habt. (Musik.) (Dann verlassen die Kinder den Saal, nachdem die Bücher geschlossen und der Handelnde vom Christus-Bilde zurückgetreten ist.) 1In der Frein Waldorfschule wird dies immer vom Hauptoffizianten gesprochen. 2Hier is ursprünglich immer Joh 1:1-14 (vgl. S. 64) verlesen worden. Heute orientiert man sich am Kirchenjahr. 3Der Handelnde singt nich mit.
If you’ve felt at all like you’re in a spiritual war right now, you’re not alone.Many of the world’s greatest scholars, philosophers and ascetics understood the world to be multi-dimensional and co-inhabited by non-physical beings both good and evil, always at war with us and each other.
Part 1 of 3 Before the opening of the first Steiner Waldorf school in Stuttgart in 1919, Rudolf Steiner had less than three weeks to prepare the first twelve Waldorf teachers, who were dedicated to…
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Rudolf Steiner Ga-1 – Lucrările științifice ale lui Goethe Rezumat 02 Nașterea teoriei metamorfozei: În tinerețe, Goethe nu avea cunoștințe vaste despre natura exterioară, iar mulți cred că cercetările sale științifice au început după stabilirea sa la Weimar. Totuși, interesul pentru științele naturale a apărut mai devreme, influențat de spiritul științific al epocii și de respingerea unor concepții rigide și abstracte despre natură. La universitatea din Leipzig, știința era dominată de două tendințe opuse: filosofia abstractă a lui Christian Wolf și cercetarea detaliată a fenomenelor naturale fără a căuta principii superioare. Goethe a respins aceste abordări, dezvoltând o concepție în care ideea și experiența se întrepătrund. Goethe a început să contureze noțiunea de viață ca fiind mai mult decât suma părților fizice ale unui organism. El a criticat metodele care distrug viața pentru a o studia și a propus o abordare holistică, unde viața și spiritul sunt esențiale pentru înțelegerea organismelor. Aceste idei sunt reflectate în operele sale literare, precum „Faust”. Pe măsură ce Goethe și-a dezvoltat ideile, el a început să vadă întregul univers ca un organism viu, aflat într-o continuă schimbare, dar rămânând același în esență. Aceste concepții au fost influențate de lecturile sale în alchimie și de experiențele sale timpurii cu natură, dar și-au găsit forma definitivă în anii de după stabilirea la Weimar, când Goethe a început să studieze plantele în mod sistematic. Goethe a fost influențat de lucrările lui Linné, care a încercat să clasifice plantele în mod sistematic. Totuși, Goethe căuta să înțeleagă esența plantelor, nu doar să le diferențieze după caracteristici exterioare. El a considerat că esența unei plante se revelează în toate formele ei variate și a căutat să explice această unitate în diversitate. Această abordare holistică și dinamică a condus la dezvoltarea teoriei metamorfozei, în care schimbările constante ale formei sunt expresia unui principiu interior stabil. Într-o scrisoare din 9 iulie 1786 către D-na von Stein, Goethe descrie percepția sa asupra formei naturale ca fiind o joacă a naturii care dă naștere vieții în diverse forme. Goethe era interesat să identifice și să dezvolte forma originară a plantei, separând constantul de schimbător. Călătoria în Italia, începută la 3 septembrie 1786, i-a oferit ocazia să observe plante în diferite condiții și influențe, identificând astfel elementele schimbătoare. Observațiile sale asupra plantelor din Alpi și Veneția i-au permis să înțeleagă că esența plantei nu rezidă în trăsăturile exterioare variabile, ci într-un element constant, profund. Comparându-l cu Darwin, Goethe credea că esența plantelor se află într-un principiu constant care stă la baza trăsăturilor exterioare schimbătoare, în timp ce Darwin vedea variabilitatea formelor ca o dovadă a lipsei unui element constant. Teoria lui Goethe implică două aspecte: tipul, adică legea formării organismului, și interacțiunea cu mediul. Darwin se concentrează doar pe al doilea aspect. Goethe își conturează ideea de plantă originară observând că toate formele vegetale derivă dintr-o singură formă. În scrisorile sale din 1786 și 1787, el exprimă tot mai clar ideea că toate plantele sunt variații ale unui model fundamental. Observațiile sale asupra dezvoltării plantelor în diferite condiții confirmă existența unui principiu plăsmuitor unitar. În esență, Goethe vede metamorfoza plantelor ca o serie de dilatări și contractări succesive. Planta se extinde din sămânță, trecând prin stadii de frunze, flori și fructe, revenind apoi la sămânță. Fiecare organ al plantei este o variație a formei fundamentale a frunzei. Goethe considera că forțele interioare ale plantei determină forma sa, influențele exterioare fiind doar ocazii pentru manifestarea acestor forțe. Concepția lui Goethe despre plante subliniază unitatea și continuitatea formei vegetale, în contrast cu accentul lui Darwin pe variabilitate și influențe externe. # Goethe #Steiner #Holistic #Metamorfoza #Organic #Integrat #Stiinta _______________________________ Linkuri utile: :Pagina TG: https://t.me/antroposofie :Pagina FB: https://www.facebook.com/antroposofiameta :Tumblr: https://www.tumblr.com/blog/spiritual123 :Pinterest: https://www.pinterest.com/amail4andrei/spiritual/ :FB grup rezervă: https://www.pinterest.com/amail4andrei/spiritual/
As far as I’m aware, the exact nature of Rudolf Steiner’s last illness has never been established. He took to his sick bed on September 28th 1924, straight after having had to cut short a lecture i…
Rudolf Steiner, Window designs Color drawings of the motifs of the glass windows originally that were intended for the first Goetheanum but are now installed in the second Goetheanum.
In this lecture to the first Waldorf teachers, Steiner focuses on the twelve senses, grouped into Thinking, Feeling, and Willing.
Waldorf education is an alternative educational approach, founded by Rudolf Steiner, so you may also see it referred to Steiner education. Steiner , an Austrian philosopher, founded his first school in 1919 aiming to promote a deep and positive change in society. The Steiner approach then contraste