Scotland trip
1 週以前
2009年5月15日 星期五
2009年4月4日 星期六
「復活節 * 生命之源」 生 活 營
尋索復活節的起源
復活節原是古代異教的「春節」，是慶祝春回大地的節日，源於古巴比倫的愛情、生育與戰爭女神伊絲塔（Ishtar，美索不達米亞女神），後來伊絲塔成了西歐的黎明和春天女神「依絲翠（Eastre）」。
復活節（主復活日）是西方重要的節日，在每年春分後月圓之後第一個星期日，象徵著重生與希望，為紀念耶穌基督於西元30到33年之間被釘死在十字架之後第三天復活的日子。而基督的受難日，正是猶太教主要節期之一的逾越節。
復活節與中國節氣
復活節象徵著重生與希望。復活節是春分後月圓之後第一個星期日，按中國的節氣，春分揭示嚴寒已經逝去，氣溫回升較快而進入明媚的春季，在這春花遍開的時節，尤其教人心曠神怡，鶯飛草長，小麥拔節，油菜花香，越冬作物進入春季生長階段。華中更有"春分麥起身，一刻值千金"的農諺。
復活節往往與清明節相連在一起，清明時在春分後十五天，按“歲時百問”的說法：“萬物生長此時，皆清潔而明淨。故謂之清明。” 自然界中生機蓬勃，正好讓我們從自然界中吸取生命能量。
過去數月，我們開墾了一片土地，以螺旋的形態種植了香草、竹林、玉米、紅蘿蔔等的種子。生活營中，孩子將會栽種洛神花（入冬後製作洛神花果醬和蜜餞）、蘿勒（夏令營時可做香草醬Pesto），以及在驕陽下招展的向日葵、南瓜…，觀賞種子從幼苗到開花結果，就仿如參與了奇蹟的旅程。這個生活營，是暑期夏令營的前奏！
4月5 – 7日 （星期日、一、二） （3日2夜）
活動包括：
遠古文化神話 — 尋索復活節的起源、美索不達米亞神話
自然藝術活動主題 — 溯溪尋源、春分栽種，蠟燭、復活彩蛋，歌詠和節奏遊戲
彩虹食譜 — Chocolate egg 巧克力復活蛋、無酵餅、十字包、手打烏冬、清明茶
~~ 早晨舒展身心的運動、節奏遊戲和歌唱
~~ 有機農務耕種：除草，廚餘回收，種菜等田園活動
~~ 沙坑、營火、自主遊戲，現代孩子最渴求的經驗
~~ 晚上的睡前故事，守護孩子進入夢鄉
請大家注意身體!癌細胞最愛吃用微波爐煮熱的食物
以下的內容摘錄自 "疾病的形成與防範"一書，
作者為 洪山本 博士 (新加坡營養學博士)
首先令我們好奇的是何以微波爐有害？
倘若有害，為什麼政府不回收呢？
有個很有意思的比喻，或者可比擬這個情況，
當你將一隻青蛙放上一個開著大火的熱鍋時，牠會立刻跳走，
但如果你用一根蠟燭慢慢燃燒加溫，剛開始時，青蛙並不覺得有任何燙感，
但逐漸的等到牠覺得熱了，想跳走時牠的腳已被熱鍋黏住了，再也無法跳走。
如今微波爐就像那根蠟燭，使用它的人就像那隻青蛙，什麼時候會被黏住，
或許是十或二十年之後，但遲早有可能被黏住。
在醫院中輸血， 需將從冰箱拿出的血加以溫熱才可輸入人體，
曾有護士為了急救病人節省時間，使用微波爐加溫血液，
一輸入體後病人立即死亡 ，以後醫院中嚴格規定，
絕不可用微波爐去溫熱血液 。
而專門調製給嬰兒服用的奶粉，盒上說明文字，
明白寫出絕不可用微波爐去煮熱 ，因為它會破壞所有的營養。
有關微波爐所引起的各式傷害 ，蘇聯人作了許多研究，例如：
(a)肉類微波後會產生一種 致癌物叫d-NitroSodienthanolanines。
(b)微波過的 牛奶、水果、麥片 ，會將其中的氨基酸 轉化為致癌物。
(c)蔬菜 微波後，會將植物生物鹼 (Plant Alkaloids)轉化成 致癌物。
在蘇聯、德國、瑞士等國家，
對微波爐造成人體傷害方面，作了許多研究。
有人問，如果微波爐有害，何以政府不制止它的使用？
乃因它所造成的傷害，
不是短時間內立即可看到可能是在二十年以後才顯現出來，
除非有專業研究員，在實驗室作實驗來證實。
而在美國，一切研究以利益為前導，
對無利可圖的事，是沒有人去作研究的。
這個國家以科學掛帥，最優秀的人才都做了工程師，
只講究效率、效果，卻不去管後果。
在美國癌症也比其他國家領先，高居第一位。
為保護大眾利益作研究的團體幾乎沒有，都是為大公司牟利而研究。
比較上，在英國社會學系都是最優秀的精英分子,稍次者才去當工程師，
由於當政者資歷背景的差異，在美國為公眾利益而不求牟利的研究，
是無法和其他一些國家比擬的。
根據蘇聯、德國、瑞士等國家所作對對微波爐的研究，發現有許多負面的結論：
(01)它破壞腦組織。腦的傳播是靠磁波，微波爐處理過的食物，
如長期食用，會中和腦磁波，使腦退化 ，磁波短路，此為長期副作用。
(02)微波爐食物，除了有致癌物之外，它還產生一堆不能為身體所吸收利用
的不知名副產品。
(03)長期食用微波爐食物，使男女荷爾蒙分泌量減低或改變。
(04)微波爐食物的副產品，是長期而永久性的殘存於人體內。
(05)食物中的礦物質，維生素及營養大量減少，或改變成致癌物，
以及許多不能為身體所分解的合成物。
(06)微波爐烹煮的食物，使蔬菜中的礦物質，改變成會破壞人體的自由基 。
(07)微波爐食物能引起胃癌，有些胃癌及腸癌，皆與吃太多微波爐食物有關，
這或許解釋了何以美國人近些年來，患直腸癌的比例如此迅速增加。
(08)長期吃微波爐食物，易使身體產生大量癌細胞。
(09)長期攝取微波爐食物，因其中營養已被破壞，將使身體免疫系統出問題。
(10)這樣的食物，終將使記憶退化，精神不集中，情緒不穩定，理解力降低。
怎麼辦呢？少用為妙吧！
作者為 洪山本 博士 (新加坡營養學博士)
首先令我們好奇的是何以微波爐有害？
倘若有害，為什麼政府不回收呢？
有個很有意思的比喻，或者可比擬這個情況，
當你將一隻青蛙放上一個開著大火的熱鍋時，牠會立刻跳走，
但如果你用一根蠟燭慢慢燃燒加溫，剛開始時，青蛙並不覺得有任何燙感，
但逐漸的等到牠覺得熱了，想跳走時牠的腳已被熱鍋黏住了，再也無法跳走。
如今微波爐就像那根蠟燭，使用它的人就像那隻青蛙，什麼時候會被黏住，
或許是十或二十年之後，但遲早有可能被黏住。
在醫院中輸血， 需將從冰箱拿出的血加以溫熱才可輸入人體，
曾有護士為了急救病人節省時間，使用微波爐加溫血液，
一輸入體後病人立即死亡 ，以後醫院中嚴格規定，
絕不可用微波爐去溫熱血液 。
而專門調製給嬰兒服用的奶粉，盒上說明文字，
明白寫出絕不可用微波爐去煮熱 ，因為它會破壞所有的營養。
有關微波爐所引起的各式傷害 ，蘇聯人作了許多研究，例如：
(a)肉類微波後會產生一種 致癌物叫d-NitroSodienthanolanines。
(b)微波過的 牛奶、水果、麥片 ，會將其中的氨基酸 轉化為致癌物。
(c)蔬菜 微波後，會將植物生物鹼 (Plant Alkaloids)轉化成 致癌物。
在蘇聯、德國、瑞士等國家，
對微波爐造成人體傷害方面，作了許多研究。
有人問，如果微波爐有害，何以政府不制止它的使用？
乃因它所造成的傷害，
不是短時間內立即可看到可能是在二十年以後才顯現出來，
除非有專業研究員，在實驗室作實驗來證實。
而在美國，一切研究以利益為前導，
對無利可圖的事，是沒有人去作研究的。
這個國家以科學掛帥，最優秀的人才都做了工程師，
只講究效率、效果，卻不去管後果。
在美國癌症也比其他國家領先，高居第一位。
為保護大眾利益作研究的團體幾乎沒有，都是為大公司牟利而研究。
比較上，在英國社會學系都是最優秀的精英分子,稍次者才去當工程師，
由於當政者資歷背景的差異，在美國為公眾利益而不求牟利的研究，
是無法和其他一些國家比擬的。
根據蘇聯、德國、瑞士等國家所作對對微波爐的研究，發現有許多負面的結論：
(01)它破壞腦組織。腦的傳播是靠磁波，微波爐處理過的食物，
如長期食用，會中和腦磁波，使腦退化 ，磁波短路，此為長期副作用。
(02)微波爐食物，除了有致癌物之外，它還產生一堆不能為身體所吸收利用
的不知名副產品。
(03)長期食用微波爐食物，使男女荷爾蒙分泌量減低或改變。
(04)微波爐食物的副產品，是長期而永久性的殘存於人體內。
(05)食物中的礦物質，維生素及營養大量減少，或改變成致癌物，
以及許多不能為身體所分解的合成物。
(06)微波爐烹煮的食物，使蔬菜中的礦物質，改變成會破壞人體的自由基 。
(07)微波爐食物能引起胃癌，有些胃癌及腸癌，皆與吃太多微波爐食物有關，
這或許解釋了何以美國人近些年來，患直腸癌的比例如此迅速增加。
(08)長期吃微波爐食物，易使身體產生大量癌細胞。
(09)長期攝取微波爐食物，因其中營養已被破壞，將使身體免疫系統出問題。
(10)這樣的食物，終將使記憶退化，精神不集中，情緒不穩定，理解力降低。
怎麼辦呢？少用為妙吧！
2009年4月3日 星期五
邁向健康的教育 — 滋養孩子身、心、靈幼兒教育工作坊 （深圳）
緣起： Jake（Joaquin的簡稱）& Bella TAN兩夫婦是我很敬重的老師，他們早年活躍於菲島的社會運動，於80年代起，在艱苦的情況下，先後於澳洲、德國和瑞士修習華德福教育和人智學醫療，返國後創辦第一所華德福幼稚園，現在已至高中的十二班。華德福教育在菲律賓發展至今，經已有第三間學校，他們更是多個教育、醫療及社會發展組織的發起人，致力於將人智學的理念分享給更廣大的人群，在菲律賓以志工身份，投入貧民區的教育與治療工作；更先後在國內外包括歐洲、台灣等地的國際醫療、教育會議及教師培訓及人智學醫療課程中，擔任導師並發表論文。
他們去年在香港、廣東，北京及上海等地講課，無論在人智學醫療，華德福教育，或人智學的深入學習，都給予我們精闢且實用的指導。讓我們有這次寶貴的機會向國際級資深又經驗豐富的Jake及Bella老師請益，從人智學觀點的自然醫療來談幼兒的照護與華德福幼兒教育，孩童身心靈的滋養，教育藝術的實務課程…. 經過在去年在北京和上海的工作坊，兩位老師將透過共同學習，加強
講題一：宏觀0到21歲從童年到青少年的成長歷程，學前/小學/中學的斯坦納教育理念與課程設置概貌
藝術體驗 — 圓圈及韻律歌唱，體驗華德福課程與孩童意識發展的關係。
— 創作四行韻律詩歌
講題二：孩子的生命歷程：懷孕初期到成年的身心靈健康整體觀、嬰幼兒時期疾病的意義及自然療法處理方式
幼兒保育實務 — 如何不用藥物處理孩子發燒及炎症
— 以天然植物製作為身體排毒的清洗茶
3月28、29日 週六及週日
講題：
（1）嬰幼兒時期的營養和保健：飲食、睡眠、作息安排
（2）幼兒的模仿力、意志力與行動力的探討。
（3）節奏與重複對幼兒的重要性與終身影響
（4）如何幫助孩子建立內在創造性的自律及成人的內在成長學習以作為孩子的模範？
（5）如何滋養孩子四個基礎感知能力的發展？
教育藝術實務：
（經過在去年在北京和上海的工作坊，兩位老師希望能透過共同學習的過程，加強
(1) 幼稚園的晨圈活動與五度音樂的課程設計
(2) 晨圈活動體驗
(3) 五度音樂的韻律歌唱
(4) 體驗以七弦豎琴及木琴奏出五音階音樂
(5) 四行詩歌創作 — 怎樣配合身體姿態和動作？
(6) 如何為孩子選擇故事，說故事的藝術，編撰治療性的故事？
(7) 如何佈置偶戲的桌面？需要的物料、不同大小的戲偶、衣服的顏色選擇....... 等等
2009年3月17日 星期二
HeartSource presenting Workshops in Anthroposophy
The purpose of the Earth and human evolution and how do understand the present moment of our history --- A Journey guiding us to know ourselves, where we come from and our conscious / unconscious path leading into the future.....
Sunday March 22, 2009
Evolution of Human Consciousness in East and West… starting with descriptions of the spiritual environment and inhabitants of the ancient continent of Atlantis, we move on to: -
* the earlier reimbodiments of the earth and when human beings began to reincarnate
* the Mystery of Golgatha (death and resurrection of Christ) and what is the deeper meaning for us today and in the future
* descriptions of the ending 1899 of the spiritual Dark Age (known in Sanskrit as Kali Yuga) and the subsequent emerging Age of Light (Satya Yuga)
* human being as cosmic co-creator
* from 1879, the Age of Michael and the
下午 一時 至 六時 大埔林村 白田崗村
HeartSource
With Eurythmy "Plantary Movement" Cost : $300 (afternoon tea inclusive)
Monday March 23, 2009 7 – 9pm
The Modern Struggle of Materialism and Spirituality
The beginning of the separation of humanity through increasing materialism and technological one-sidedness and its opposite through the spiritual efforts of human beings, both unconsciously and consciously --- the influence of the Archangel Michael, the twelve Bodhisattvas and the realm of the Ascended Masters.
Venue: 塔冷通心靈書舍 油麻地窩打老道20號金輝大廈一樓6室
（油麻地港鐵站B2出口向左望）
Talentum Bookshop 1/F
Cost: $100-HK
by Jake & Bella Tan
Trained in
Founders of many initiatives on agriculture, Community Based Alternative Health, Education and Alternative Technologies
2009年2月2日 星期一
溫暖，力量與自由 -人智學醫生的健康建議 M. Kelly Sutton MD
英文全文：
當我在告訴家長們怎樣讓孩子健康時，我的建議一點也不像醫生，總是像個老奶奶。我說：“穿得暖和點”，“早餐要吃好”，“早點睡”，“讓身體和感冒作戰（別吃藥）”。這些話看似簡單，但每一條都是金科玉律。
溫暖
溫暖和四大自然元素中的“火”相關。其他三種元素是：地”“風”和“水”，這三種元素很容易被邊界限制。而溫暖卻總能穿越邊界。這一點也不奇怪，就像你對孩子的愛一樣，那種溫暖的情感或者說情感的火焰，任何東西都無法阻隔它的傳遞（這也是你們為什麼會讀這篇文章的原因）。
從這個角度講，人的身體需要一個保護層，來維持自身最適宜的溫度：大約37攝氏度，否則，人體的熱量會向外散發，體溫會越來越低。我們可以從物理學的能量守衡原理或者僅從常識就可以理解這一點，舉個例子來說：如果我們呆在一個21度的房間裏，而我們又沒有穿衣服，我們的體溫就會從37度降到21度。如果我們讓房間的溫度升至和體溫一樣高，我們呼吸道的黏膜就會被烤乾，所以我們只能穿上衣服來保暖。
健康人的體溫在37度上下，有節奏地輕微變化，早晨體溫略高，而晚上稍低。身體為了對抗寒冷，會消耗自身的能量，也就是說，寒冷會對身體造成壓力。請經常用你溫暖的手去摸一摸孩子的手指和腳尖，如果你的手是冷的，請先讓它暖起來。然後再摸摸孩子身體的其他部分：前胸，後背，肚子，前額，胸口。要確保孩子的手指腳尖和身體最溫暖的部分一樣暖和。如果情況不然，那麼此時孩子的身體正在消耗能量對抗寒冷，如果你能給孩子穿上暖和的衣服，讓他們手腳暖和起來，將會大有裨益。我們身體的生存機制是把血液從身體末梢帶走，從而保證身體主要器官，比如心臟，肺，肝臟，和腎臟等的供血量。
寒冷會讓孩子過度興奮，因為孩子想要身體暖和起來。暖和的衣服會讓孩子們安靜下來，進入集體活動，專注地學習。
對有些孩子而言，受涼甚至會讓他們消瘦。我曾經見過一位住在美國新罕布什爾州（New Hampshire）的瘦瘦的孩子，他的媽媽給他穿上羊毛內衣後的兩周裏，他的體重增加了2磅。孩子們還會因受涼而流鼻涕。寒冷甚至會引起身體更大程度的免疫抑制。傳統整體醫學有句名言：“皮膚是疾病發生的最好地方”。如果皮膚冷，身體和細菌的對抗就不會在皮膚上發生，血液會帶著細菌進入更深層的部分：器官之中，而身體與病菌之戰就帶入器官內。這也就是為什麼普通的病症，如感冒和水痘，卻會引起併發症的重要原因。當我還在醫學院學習時，我讀內科學的教科書，發現那些患有水痘引發腦炎的病人，往往身體上很少有水痘。炎症沒有傷害皮膚，卻給內部器官帶來很大的傷害。所以，保持皮膚溫暖，就能讓身體和病菌之戰停留在皮膚上，從而保護身體。我曾經聽一位德國的兒科醫生建議患有麻疹孩子的父母：用一塊乾毛巾反復擦孩子的小腿肚子，直到腿肚子發紅為止。這種讓皮膚發熱的方法，可以讓血液更多地迴圈到表面，從而讓身體和病毒的戰爭在身體的外部和下部發生，遠離重要器官。
在日常生活中注意保暖並且經常關注孩子手腳的溫度，即是與身體這樣的特性相適應。這樣做，我們不僅可以預防疾病，還能在疾病發生時，防止併發症。
溫暖感是新生兒最早擁有的感覺，此外還有嗅覺、味覺和聽覺。但兒童要到9歲才能真正感受溫度的高低。我們經常會發現：一個房間裏的大孩子和成人要穿鞋子和衣服的時候，兩三歲的孩子卻赤裸著在房間裏跑來跑去。在新罕布什爾州的5月底，幾個幼稚園的孩子沖進湖水裏，而幾個三年級的孩子瞪著他們，好像在說：“你們出問題了嗎？！”
所以，作為父母要自己決定孩子需要穿什麼樣的衣服，穿多少。千萬不要問孩子：「你想穿什麼衣服？」對小孩子來說，在成人面前作決定會讓他們害怕，你可以等孩子大一些再問這樣的問題。然而，在我們的文化中，問孩子想要什麼，已經是司空見慣的事了。我曾經陷入這樣的情景不可自拔。我總是問我五歲的兒子想穿什麼T-恤，他卻看著我說：「我不知道，你才是媽媽呀。」實際上，孩子們經常教我們本該我們做到的事情。請真正成為孩子的媽媽和爸爸，由你們來決定不同的天氣孩子該穿什麼，並且很肯定地對他們說：「這是你的內褲和內衣，這是你的褲子和上衣。穿上吧，穿上它們，你一天都會過得很開心。」你的權威會給孩子安全感。他們的力量來自於你給他們的規範。所以，成為一個充滿力量，內在覺察，溫和善良的權威，讓孩子值得模仿。
還有一個問題，當孩子手腳冰冷的時候，我們給孩子穿什麼呢？我在新罕布什爾州（New Hampshire，美國）遵循的原則是：讓孩子穿三層上衣，其中一層塞進褲子，而褲子穿兩層。有一層要像第二皮膚一樣緊緊貼著身體，而不是鬆鬆垮垮。就是說有一層衣服要麼是長的內衣褲，要麼是緊身衣，至少也要有件汗衫。如果孩子出汗了，就脫下一層。如果孩子手腳不暖和，就換上更暖和的衣服。天然材質的衣服能讓皮膚很好地呼吸，如：棉，絲和毛。而絨毛材質和人工合成的衣料卻不透氣，當我們多穿了這樣的衣服時，身體的熱量將無法散發。棉質的衣服既能讓身體散熱也可以保溫。絲質的衣服保暖性更佳，絲毛勝之，而羊毛衣物最暖和。
在下面的這些網站可以訂購孩子的長內衣：
www.waldorfearlychildhood.org
如果你有一個剛出生的寶寶（這種做法也適用於所有年紀的孩子），你想給她穿上羊毛材質的保暖服，但是你訂購的嬰兒尺寸的衣服還沒到的話，你可以另想辦法。找一雙成人穿的羊毛襪，穿在寶寶的腳上，這雙襪子的長度要一直能套到孩子的大腿上。然後給寶寶穿上一件給兩三歲孩子的羊毛內衣，再捲起袖子，讓寶寶的身體可以透氣。這樣，寶寶的羊毛保暖服就做好了。
還有一個可借鑒的圖景是：狐狸和兔子冬天的毛髮要比夏天厚。我們沒有絨毛，但是我們的帽子，手套，襪子就像我們的絨毛一樣，我們要穿上它，才能像兔子和狐狸一樣在冬天到戶外活動。穿上合適的衣服，我們才能靈動自由地活動。從某種意義上說，穿上長的內衣褲，可以讓我們少穿些臃腫的外衣，這樣我們在戶外運動時才會更靈活。
現在你知道該做什麼，並且對自己作為父母的權威感到自信，這是給孩子的最好的禮物。可事情沒這麼簡單。因為同時孩子也在發展自己的意志，孩子對所有父母說的話都會說「不！！」，包括怎樣穿衣服，這讓孩子感覺很美妙。面對這樣的情況，需要技巧，智慧和果斷——書裏所說的所有成年人的品質。不要貿然行動，等待，觀察，估計再計畫怎樣做才會對孩子有益處。小女孩可能需要穿時尚的（暖和）緊身衣或者你看到某些芭蕾舞者也穿過的緊身褲，你可以告訴女兒，只有腿上穿暖和了，跳舞才會好看。一個精力充沛總想當戰士的四歲男孩可能需要穿上很炫（又暖和）的海盜服，繫上綁腿和腰帶，你可以在給他穿這些衣服的時候，講一講海盜怎樣站立和走路。而兩歲的孩子，給他穿衣服可能需要玩個抓人遊戲，當他開心地被抓住後，你可以把他放在暖和的衣服上，並且在穿衣服時親切地愛撫他。還有的孩子需要你告訴他，只有穿上這樣的衣服，他們才能做自己喜歡的事情，否則會有不同的後果。還有，你說到就要做到。譬如，你說要穿長內衣才能出去滑雪，當孩子做不到時你還是讓他們去玩雪橇而不是呆在家裏，那麼你出於愛的承諾就會很難貫徹下去。孩子的想法是前後一致的，雖然他們意識不到這一點。除非你有百分之百的把握來執行自己的決定，否則不要說自己做不到的話。你要說話算話，不管是立規矩還是承諾自己的愛。
但是也沒有必要給孩子穿得太多。如果你生活在7月的美國南亞利桑那州，你就沒必要堅持讓孩子穿三層上衣，兩層褲子。任何時候，當你想要決定孩子該穿多少衣服時，請感受孩子手指和腳尖的溫度，而不是絕對地套用某個規則。
早餐
總的說來，早餐要吃富含蛋白質的食物。俗語雲：早餐像國王，中餐像王子，晚餐像乞丐。早餐吃蛋白質類的食物可以穩定一天的血糖水準，而午餐蛋白質類的食物卻沒有這樣的功效。錯過早餐，就錯過了一天中血糖穩定的機會。而穩定的血糖水準會讓人一天中有更好的人際合作，更好的耐力，更好的情緒和更好的判斷力。如果你知道這些，你還會讓孩子錯過早餐嗎？當孩子們有情緒問題或者身體狀態不好的時候，我的第一個問題就是「他早餐吃好了嗎？「
早餐食物可以選擇：任何蛋類，鬆軟乾酪餡的薄餅，含蛋白粉（最好不是大豆蛋白）的奶昔，烤乳酪三明治，夾乾酪的肉餅，雞塊，魚片，墨西哥玉米煎餅，紅椒等。總之，不要循規蹈矩，任何類型的蛋白質食物都可以放在早餐桌上，不必拘泥常規。早餐永遠不會吃得過飽，因為蛋白質和脂肪在早晨代謝得比一天中任何時候都快。而且過了早晨，身體也很難消化高蛋白高脂肪的食物。所以千萬別吃豐盛的晚餐，無法消化完的食物會留在肚子裏，影響第二天早餐的胃口。對成人來說，千萬不要在早餐前喝咖啡，咖啡會影響食欲。而早餐，我們需要一個好胃口。
有時候，豐盛的早餐需要父母的很多心力。我曾經成功地讓青春期的兒子們吃下豐盛的早餐，因為我對他們說只有吃了早餐，我才會開車送他們去上學。我們住的地方離學校有四個街區之遠。他們會抱怨，然後吃早餐，之後我開車送他們上學。當我的孩子們更大些時，他們可以自己開車上學了，但是上學的路程更遠了。有時他們起晚了，早餐會吃得很少。我只是說「儘量吃「。我覺得讓他們知道我的要求很重要，但是我信任孩子們。沒有任何規則能替代個人當下的判斷，而且對大孩子來說，家庭規則要有更靈活的空間，他們會從生活和自己的感受中學習。當你在選擇方法時，出於愛，並且相信自己的直覺。還有我們肯定不能指望睡眼惺忪的孩子自己做早餐，這是為人父母每天的功課——在任何情況下，我們都要為孩子做好早餐。
補品
有一種營養補充劑對所有人都很重要。科學研究表明：omega-3不飽和脂肪酸對我們的生理健康和心理健康都極其有益。而美國人的飲食卻富含不健康的omega-6不飽和脂肪酸，它會引起發炎和低omega-3水準。富含omega-3的食物有：亞麻籽（成人每天要吃一茶匙，要鮮榨）。如果你是O型血，吃亞麻籽就很好。但如果你是其他血型，你可以吃Nordic Naturals 公司出產的北極深海鱈魚肝油（成人用量不限，上小學的孩子每天要吃一茶匙以上）。
我們的食物越是精加工，我們就越需要補充礦物質，另外繁忙生活帶來的壓力，飲酒與喝咖啡都會讓我們身體消耗更多維生素B。兩三歲的孩子往往好幾個月都不想吃蔬菜，這種情況下，就需要補充多維維生素-礦物質複合營養素。總的說來，我還是建議以食補的方式促進健康，因為天然食物蘊含著生命力和一些微營養物質，這是人工合成營養品不含有的。
研究發現：特別的病症往往需要特別的營養素，所以有時候我們需要使用人工合成的藥物，這樣可以得到足夠的身體所需的某種維生素或礦物質。還有，病人對維生素的需求，也會有個體差異。但是現代醫學往往建立在對人群試驗的統計結果之上，對每一個個體生理生化狀態的精細研究還有待關注。因此，父母對自己孩子的觀察和直覺往往能帶給孩子最大程度的福祉，而科學研究可能要花幾十年的時間才能證明我們的一些直覺（經驗）是對的。父母要用一些補品，只要不是每天大劑量地服用，也都是安全的。如果要大劑量用補品，就需要向專業人士諮詢。
休息與節奏
機器與環境是隔離的，他們的工作與停止和環境無關。而生命體卻會有節律地在活動與休息，吸入和呼出之間轉換，這樣的節奏都和太陽光線的強弱緊密相聯。所有的華德福幼稚園老師都會有意識地在孩子專注的活動之後，安排自由玩耍或者戶外活動。這樣孩子們一天的活動就會和諧愉悅，並最大程度地發揮孩子的創造力，但又不會過於疲憊而生病。
我們的生理活動往往與陽光的節律相關，比如：光明和黑暗的節律。即使我們晝夜顛倒地生活，我們身體裏的酶和荷爾蒙的分泌依然遵循固有的晝夜規律。更長時間的節奏如：一個月，一年，一生的節奏，同樣存在，人們正在越來越多地探索和瞭解它們。
如果我們的生活方式和我們身體工作的方式同步的話，我們就會很健康。對於孩子來說，他們的任務就是長大和學習，他們需要規律的睡眠，休息以及飲食時間。雖然陽光會隨著季節的更替有輕微的變化，我們也不必太嚴格，但總的說來，一天中要有幾個時間點就像大海邊的錨一樣固定不變，比如早餐時間和晚上入睡時間。從我的經驗來看，這兩個時間是一天節律中最重要的。
午夜之前的睡眠時間最能恢復體力。對成年人來說，晚上9點以前睡8小時的效果遠遠超過從午夜開始睡8小時。孩子需要更多的睡眠時間。不同年齡的孩子，睡眠時間的長短不同，不同的孩子也會不同。但小孩子需要更早入睡。睡得好的孩子往往會自己醒來，並且心情愉快。如果孩子很難喚醒，並且總是睡眼惺忪，那麼晚上睡覺的時間就要提前，直到這種狀況改善為止。對青少年來說，晚上睡覺的時間會推遲些，他們平均每天睡眠時間在9小時15分左右。這是因為中學生一般課業較重，早晨也要起得更早。
用薰衣草精油按摩，在睡衣上灑些香水，泡個澡，每天睡前都這麼做，形成規律，這對在睡眠時間還很興奮的孩子有幫助。
對很小的孩子，就培養按時入睡的習慣是非常好的，這種有規律的放鬆，會讓他們睡得很好，並且安全渡過睡眠分離。入睡的整個過程包括：泡澡，按摩，蓋好被子，祈禱，說「晚安，我愛你，明天見「並吻別。小孩子的生命世界是等級分明的，在他們純真的眼睛中，父母是最有力量和全能的，此外還有神或者更高的力量，天使以及守護天使。這些對孩子感受這個世界的秩序以及建立對這個世界的安全感來說非常重要。稍後，等他們經歷9歲轉變期，感受自己和父母分離時，早年這些神或者更高存在的精神體，天使，守護天使保護和引導他的形象以及良好的睡眠會幫助孩子順利地渡過這一時期。
為了讓我們早些入睡，我們可以吃些清淡的晚餐。極少量蛋白質或者完全素食，會幫助我們早些入睡。記住：我們要給早餐留下好胃口，而早餐才是一天中最重要的一餐，所以最好不要在晚上吃得太飽。熱牛奶是很好的睡眠催化劑，碳水化合物也是能幫助入眠的食物。但是蛋白質，脂肪，鹽，咖啡因類的食物卻讓我們更清醒。
如果在早晨，一個孩子已經睡足了，卻很難喚醒，就可以在冷水中放些迷迭香浴露，用毛巾沾濕，洗洗孩子的前額和面頰。迷迭香的香氣可以讓人精神振奮。同時給予孩子正向的語言，如：「早上好？昨晚那只知更鳥在你的窗外做什麼呢？我已經做好了美味的早餐，起來吧，太陽出來了。今天真是太美了！「這樣的話，就像在生病的時候吃藥一樣管用。
一些人稱孩子出生以後的前三個月是「第四個孕期「，這是因為雖然孩子已經孕育成熟，離開母體，但在這一段時間裏，孩子的身體會有很大的變化和發展。所有一切都是突然來臨：出生伊始，血液就按新的路徑迴圈，呼吸也開始了；此時，光明與黑暗，不再是在媽媽的子宮和肚子裏微弱的感覺，而是那麼鮮明；內在的吮吸本能讓孩子喝到了第一口母乳。節奏對新生兒來說，是一個挑戰，因為那麼多的感覺和功能一下子全出現了。在建立嬰兒生活節奏上，有兩種極端：嚴格的時間表和只要需要就給予。對孩子來說，我們要幫助他們渡過最初的混沌無序，進入一個中庸的安排：有節奏但會根據需要改變。如果孩子病了，或者在長牙期，又如在成長的某個階段，我們就不用嚴格地依循原有的節奏。有些嬰兒會建立自己的節奏，有些又需要我們的幫助。通常，在孩子出生後的第一個月，我們可以觀察孩子吃和睡的時間點；然後漸漸地過渡到對孩子和整個家庭最健康的節奏；始終讓孩子對白天的時間安排保持覺知，並且建立早睡早起的習慣。家裏的床是很有用的，尤其當孩子生病了，你可以近距離地觀察孩子。最好能有不止一位成人輪換陪伴孩子入睡，這樣會帶給孩子更多安全感。我們可以設想這樣的圖景，如果總是某位成人陪伴孩子入睡，比如是「媽媽「，孩子可能會把規律作息帶來的安全感和媽媽聯繫在一起。而且孩子可能會覺得「如果媽媽不在，我就沒法自己睡「。
孩子們會把大人的行為看成神的意旨，所以我們要時常省思自己的習慣言行，這樣才能給予孩子力量，建立他們對世界的安全感。
普通感冒，常見小兒病症
我們要有意識的注意到：急性病對孩子來說，是免疫系統的操練，而不是破懷，它反而會加強免疫系統的功能。所以我們要盡可能用非干預（non-suppressive）的方式治療。為了讓我們的身體發揮最大的潛力和急性病作戰，我們能做的最重要的三件事是：保暖，休息和清潔。再外加一些順勢療法的低活性藥物，你就可以幫助身體完成這項重要的免疫任務，而不是去壓制症狀。照顧病人的成人也是有力量的藥物。病人往往會注意照顧他的家人，此時看護者的心中應當是平靜而且正向的。我們不要給病人的感官太多負擔，如：雜訊和其他刺激。本文最後有一個清單，上面有針對常見急性病我最喜歡用的一些配方。（Tammy給我的文章中未見）
兒童發展
所有這些報告都支持一個觀點，就是人類的身體上有一個看不見摸不著，無意識地給我們帶來健康的部分，就像植物的生命力一樣，在人智學的醫學中，我們稱之為：乙太體或者說生命體。生命體又像我們的銀行戶頭，我們不斷提取生命力用於：成長，學習以及稍後的工作。雖然我們看不見生命體，但它會在我們的身體上展現為：活力，康復力，能量，以及忍耐力等等。在奶牛的身上，我們也能看到這種植物性的工作：它幾乎完全是一個消化代謝的機體，咀嚼，產奶，靜坐，行走還有靜臥。在這裏，沒有決斷，沒有高度發達的感官，一個神奇的植物性的存在。對孩子而言，他們的工作就是成長並且在合適的年齡學習合適的東西。如果我們可以給予孩子足夠的溫暖，營養，休息，節奏，免疫練習（針對普通急性病，身體可以承受的），孩子的身體就會得到最好的發展，並且為一生的健康打下良好的基礎。
與人類植物性相反的另一方面，是意識的層面。家長（或者老師）在這個層面和孩子做的工作就是：不要讓孩子過早做決定，這樣會讓他們不必要地從健康戶頭裏提取生命力。做判斷，分析，和邏輯的思考是高瞻遠矚的鷹的特性，鷹具有捕食者的機智，決斷和高度發達的感受力，它是天空之王。
作為1-7歲孩子的父母，你們應該是奶牛特性的保護者。此時奠定的植物性的生命體，將會讓孩子受用一生。孩子們內在的生理成長，會讓他們舞動四肢，並以此探索世界。孩子們時刻都在模仿，他們模仿爸爸坐著看報紙的樣子，或者，堅持媽媽在桌子邊要坐在自己的右手旁，就像孩子經歷過的某個儀式上那樣。孩子的這些生理活動反映在大腦中是一串串圖景，沒有邏輯。因此孩子們喜歡睡前故事是講出來而不是讀出來，並且一遍遍地重複，直到每一個喜愛的細節都記住了。而且你會發現，要回答孩子的問題，圖景式的答案要比分析式的解釋更受孩子歡迎。還有，如果孩子要詢問成人化的訊息，這樣的問題最好回避。但你還是可以經常這樣對孩子說：「你的小腦袋真有趣，總是會問這麼多美妙的問題，把泰迪熊放在你旁邊去睡午覺吧（吃午餐）。「孩子問了，而你充滿愛意並適度地回應她就可以了。
在這個過程中，你會看到一個獨立個體的火苗在閃爍，它在等待自我的全然展現。你的智慧在於維護孩子每日生活的穩定，節奏，飲食和睡眠，從而建造生命體的力量，並為以後發展鷹的特性打下基礎。這需要信任和耐心，讓孩子慢慢展現她自己成長的節奏，而不是過早地把青少年和成人的特性帶入到孩子的生活。對於總是尋找變化和刺激的成人來說，這樣的生活似乎令人厭倦。但是你的犧牲是值得讚美的，為人父母是世界上最難的工作，孩子成長的每一個階段都是父母發展不同層面無私的契機。
當孩子能夠發自內心地尊敬值得信賴的權威，他們的心靈和感覺向這個世界的自身的美敞開時，他們的心靈就到了7~14歲的階段。此時，孩子們所需要的就不止是植物性的支援了，他們還需要如獅子心臟般強大的勇氣和力量，如果我們能為孩子講述這樣的故事，能夠讓孩子沉浸在真正的藝術表現活動中，那麼我們就把道德的萌芽以及道德追尋的美與力量，帶給了孩子。此時，孩子們會從他們的生命體裏汲取更多的能量。這個階段，孩子們很少生病，它是童年時光中最諧和的日子。
然而隨著孩子長大，新的變化出現了，通常他們上8年級的時候，會忽然變成精明的小律師一般，時常不耐煩地白一眼養育他們至今的父母。孩子內在像捕食者鷹一般的特性一覽無餘。那個揮舞手足，探索世界，總是心滿意足的小寶寶不見了，那個就在你眼皮下長大，甜美可人的乖孩子不見了。此時，孩子的智性呈現，他們用近似挑剔的態度分析的第一個對象就是他們的父母。正是在青春期，孩子們要發展他們的分析和判斷能力。讓智性尖銳的力量掌控狂暴的荷爾蒙吧。14-21歲，孩子的自我進一步彰顯，我們要培養孩子做決斷的能力並且為今後的獨立做準備。此時，我們要尊重他們的隱私。讓孩子們從自己行為的自然結果中學習，幫助他們發展內在的自律。
對孩子的教育就像人類歷史的進程一樣，有好幾個階段。幼稚園孩子的老師要像一位慈愛的君主，充滿親情之愛的權威。小學的孩子會自然而然地崇敬權威，他們願意將自己的所需所能融合到群體之中。等孩子到了青春期，就要給予他們民主。父母和孩子之間要通過有建構性的溝通和明白事情的自然結果，讓孩子瞭解家庭這個小社會裏什麼可以做，什麼不能做。
孩子在不同的年紀有不同的發展階段。在不同的孩子身上會有不同的線索以及對前一個階段的回應。我所描述的各個發展階段孩子的行為會因家庭環境、成長經歷以及文化等不同而有差異。當前，我們的文化總是要把成人世界的資訊強加給孩子，比如：電腦和智商測驗也成為幼稚園課程的一部分。成人的決定也成為孩子每天談話的內容。在每個年紀的孩子周圍，都充滿了性感的服飾和性資訊的媒體。對父母來說，要把這些過早成熟化的影響降到最低，真是一個巨大的挑戰。過早地開發孩子智力以及過早讓孩子接觸到性，都會把他們從生命體的世界中拔出，而那個世界才是孩子們的家園。孩子們在思考或者應對這些時，會消耗他們的生命力，消弱身體的成長和發展。
今日的世界中，我們往往是三口之家，祖母一 般不和孩子在一起。兒科醫生和家庭醫生往往取代了先前照顧生病的孩子的祖母的角色。但是這種角色的轉換把一些普通的問題都醫療化了，我們一遇到問題就去尋 求藥物的幫助，在這條路上我們走得很遠。我希望我的工作可以重新喚醒人們對於身體本身能力的信念，並且拓寬科學的視角，讓我們可以從科學的角度理解為什麼 我們的信念是有道理的，讓我們重新和大自然賦予我們的治療力量聯結，當我們能感受到它時，這種力量就會加強；讓我們帶著這種信念去照顧孩子，人類精神的力 量就會呈現。
2009年1月31日 星期六
From Moon Festival to Michaelmas
Ben gave a wonderful talk on the special time between the Moon Festival, with its feeling for the abundance of life and the grace of reunion, and Michaelmas, a festival of courage, self-knowledge and new community.
Just as the full moon reflects the light of the sun, so can the autumn festival be a time for reflection, reverence and gratitude. Without these qualities, life becomes barren. In the moon’s shining, we have an image of the reflective process of our thinking, which is an activity of the human spirit.
Michaelmas takes place at the end of September whereas the Moon Festival this year was in the middle of the month. Truly it takes courage to develop self-knowledge and to recognize the soul & spirit beyond our normal conditioned thought and state of being. And spirit recognition, not of oneself only but of others, is the basis of community.
As the moon reflects the light of the sun, bringing its mysterious light where otherwise there would be darkness, so can our thoughts become reflectors of light in our lives. The greater the thought or ideal, the more it can illumine what we do. Consider, for example, the great thought that what happens in our lives is what we have drawn to ourselves, even our pain and suffering. If we go beyond mere speculation and make this thought a ‘shining moon’ in our ‘universe’, then gradually, in place of blame or self-pity, a new sense of inner responsibility, even of gratitude, can arise.
To hold such thoughts is not an intellectual process but an act of will – and it is primarily the will that is called upon in the festival of Michaelmas. Only through putting something into practice - through upholding a certain thought in one’s life, for example - does one come to recognize that is ‘I’ who am doing it, ‘I’ as creative spirit. Realization dawns that in today’s world each one of us creates the reality in which we live. Through our thoughts, feelings and actions we are actually creating ourselves.
Even the moon’s eclipse (which can only happen when it is full) touches something deep within us. In the eerie luminosity we see then, we can open our souls to deep processes of the universe, connecting with the sun that we cannot at that time see. So too our true self is veiled, yet there are moments when we know it is there – moments, for example, when with spirit presence we cut through the fickle dragon of our likes and dislikes. At such times, the human spirit illumines the darkness as if with the flaming sword of Michael depicted in medieval paintings, and a will for the good arises in our depths, bringing new impulses and meaning into our lives.
This inner presence is neither mystical nor theoretical. It is an experience, just like confidence is. What is confidence, after all, that intangible sense of security which can appear and disappear and which has such a determining influence on the quality of our lives? Is it not a manifestation of spirit presence? And can it not also overflow into another person, at least for a time, as can other expressions of the spirit?
Through our lives we learn the hard truth that the world in not here to serve us, rather for us to be able to grow, to become responsible and ultimately to create ourselves and our reality anew. Through reverence and wonder, we have an instrument for seeing what is good in the existence that we have inherited from the past. In saying yes to what my life brings, I have a source of real experience right now out of which I can create and bring new influences into the world. In having the strength and courage to recognize the living spirit, in oneself and others, we have a flaming sword which can cut through our weaknesses and transform our world for the good. It is up to us.
In reflecting on the abundance of what life brings, and of all that I have received from others, gratitude – an endangered resource in our modern world – is born. And gratitude, in its turn, is a preparation for future acts of courage. Gratitude becomes a seedbed for confidence; from confidence comes courage. So in the remarkable wisdom of the year’s course, we move from the Moon Festival, which celebrates the community of family and loved ones and the fruits of life, to the Festival of Michaelmas, through which one can feel united with people all around the world, irrespective of nationality or creed, who have the courage to face their own dragons and meet their own spirit, becoming warriors of truth in this critical time in which we are living.
While the one is celebrated more in the East and the other in the West, each one, in its true meaning, can be a world festival.
During the second day, we worked with the theme of ‘The inner development of the Teacher and Child development’
It is awesome to realize the extent to which children take on what we are and what lives in us as teachers and parents and in this talk and discussion Ben led us through the processes whereby this happens.
Essentially the incarnation of the child into this world takes the form of the meeting of two streams, as each unique being (of soul and spirit) gradually descends into the vessel of the living body (physical and etheric), inherited through the parents. A dance and a struggle takes place between these two, which shows itself in many of the characteristic childhood illnesses and in children’s quickly changing moods and sometimes difficult behaviour. We cannot directly influence the child’s spirit, nor is it our task to do so, but we can and do have a strong influence on the ability of the body and soul to receive this spirit – which in turn influences the spirit’s ability eventually to take hold of its destiny in this life. Preparation for this is the realm of home life and education.
Small children learn through imitation, as kindergarten teachers well know. This is not consciously done but is an expression of the fact that the child, in its soul and spirit (also etherically – i.e. with its life forces), flows into everything that is around it.
In its limbs the child is active and comparatively awake, but in its head it is asleep. This is why the child learns most of all through doing, not through concepts or moral instructions. Its soft, small body takes in the environment deeply, even into the forms of the brain, with consequences for the whole of life. Only gradually does the head wake up, though in today’s world this happens earlier and earlier through the over-stimulation of the brain and senses. As the head awakens, the young person learns consciously to direct her actions out of her own volition, not just because her teacher or parent tells her to do it. This properly belongs to the time of adolescence and beyond.
Strangely, we are most social when we are asleep, for then we merge with one another, but unconsciously. This is the natural state of early childhood. As we wake up, we become separate; we cannot flow with life as before and are too much in our heads. Children who are awakened into life too early often have social and learning difficulties because they lose the openness and the magic grace that comes from childhood. It is the child that is the creative source within each one of us and if this is taken from us too early our lives become the poorer for it. The spirit in the head is a powerful energy; children are not yet ready to be able to deal with it.
As kindergarten teachers one has to use one’s etheric body to educate the physical bodies of the children. What does this mean? Consider the power of an inner picture to change how one stands or speaks or moves one’s limbs. If we tell children to keep their backs straight and their chins up, we are giving them physical instructions and they will respond by trying to move their muscles accordingly, but probably not for very long as it is physically tiring. If you give them the image of a star above their heads, however, they will raise themselves without even thinking about what they are doing. The picture lifts them. This is part of what it means to work etherically.
Similarly our words and gestures can either be lifeless and purely functional or they can take wing through the thoughts, images and feelings we carry within us. When we point with our fingers or nod or smile, is this just a physical movement? No it is not. Something beyond the physical – a thought or intention or feeling - shows itself in what the body does, it is not the body alone which does it. How potent is the inner picture of a fountain of water, sparkling with life, sunlight and air and how readily children will flow with one in this fountain if one creates it for them!
Etheric energy can stream through our eyes and flow through our gestures, touching children’s hearts. Joyfulness, gratitude, love and light, all these are carried etherically and in their presence children feel safe and learn respect. In them grows the love of life.
As a child's etheric body is born (i.e. becomes independent from those around) and she moves on into the primary school, we need now to use our astral body (the feeling-based, sentient foundation of the soul) as our medium of education. Take notice of what is happening in your own soul, in your inner weather and recurring thoughts! What tones and colours do we carry within as the atmosphere out of which we teach? Is one colour too dominant, one tone too strident? How can we soften it and mix it with others so as to bring harmony to the temperaments that live in the etheric body of each child?
We become artists in working on ourselves and the beauty of it is that we do this because it is what the children need. The appearance and state of the classroom, our ways of doing things and of teaching all the subjects we teach, our rhythm of breathing (whether too loose or heavy, too serious or light) - all these become an integral part of our professional lives as teachers and need to be transformed as the consciousness of the children changes.
When in adolescence the astral body of the young person is born (becomes independent) and his whole personality can change, it is now one’s own ‘I’ which is being called into action, to demonstrate its mastery over one’s own astrality (emotional turbulence) and its ability to give true direction to one’s life.
Adolescents are experts in pressing buttons. The anger you thought you had said goodbye to years ago suddenly bursts its banks and floods into the room, followed perhaps by a deep depression about one’s inability to teach... But they also long to see the strength of the human spirit and can be merciless in testing whether it lives in their teachers and parents or not. ‘Who are you behind your outer veneer, what do you really know and why are you teaching me this content?’ These are the kinds of questions that live in the souls of many adolescents towards their teachers. It is a direct call to the human spirit. And our response can either give them hope and energy for the future or it can confirm them in their fears and doubts.
At every stage of teaching we have a vital role to play. Only in the future will the effects of what we have done be revealed.
On the third day, we worked with a verse by Rudolf Steiner calling for the strength to transform our weaknesses and self-seeking into compassion and spiritual rebirth. We worked further with the speech exercises we had done the day before to bring meaning and life into this powerful Michaelmas verse.
Spirit Triumphant!
Flame through the weakness of fainted-hearted souls!
Consume our self-seeking,
Ignite our compassion,
That selfless desire, the life-stream of mankind,
May hold sway as a well-spring of Spirit Reborn!
Just as the full moon reflects the light of the sun, so can the autumn festival be a time for reflection, reverence and gratitude. Without these qualities, life becomes barren. In the moon’s shining, we have an image of the reflective process of our thinking, which is an activity of the human spirit.
Michaelmas takes place at the end of September whereas the Moon Festival this year was in the middle of the month. Truly it takes courage to develop self-knowledge and to recognize the soul & spirit beyond our normal conditioned thought and state of being. And spirit recognition, not of oneself only but of others, is the basis of community.
As the moon reflects the light of the sun, bringing its mysterious light where otherwise there would be darkness, so can our thoughts become reflectors of light in our lives. The greater the thought or ideal, the more it can illumine what we do. Consider, for example, the great thought that what happens in our lives is what we have drawn to ourselves, even our pain and suffering. If we go beyond mere speculation and make this thought a ‘shining moon’ in our ‘universe’, then gradually, in place of blame or self-pity, a new sense of inner responsibility, even of gratitude, can arise.
To hold such thoughts is not an intellectual process but an act of will – and it is primarily the will that is called upon in the festival of Michaelmas. Only through putting something into practice - through upholding a certain thought in one’s life, for example - does one come to recognize that is ‘I’ who am doing it, ‘I’ as creative spirit. Realization dawns that in today’s world each one of us creates the reality in which we live. Through our thoughts, feelings and actions we are actually creating ourselves.
Even the moon’s eclipse (which can only happen when it is full) touches something deep within us. In the eerie luminosity we see then, we can open our souls to deep processes of the universe, connecting with the sun that we cannot at that time see. So too our true self is veiled, yet there are moments when we know it is there – moments, for example, when with spirit presence we cut through the fickle dragon of our likes and dislikes. At such times, the human spirit illumines the darkness as if with the flaming sword of Michael depicted in medieval paintings, and a will for the good arises in our depths, bringing new impulses and meaning into our lives.
This inner presence is neither mystical nor theoretical. It is an experience, just like confidence is. What is confidence, after all, that intangible sense of security which can appear and disappear and which has such a determining influence on the quality of our lives? Is it not a manifestation of spirit presence? And can it not also overflow into another person, at least for a time, as can other expressions of the spirit?
Through our lives we learn the hard truth that the world in not here to serve us, rather for us to be able to grow, to become responsible and ultimately to create ourselves and our reality anew. Through reverence and wonder, we have an instrument for seeing what is good in the existence that we have inherited from the past. In saying yes to what my life brings, I have a source of real experience right now out of which I can create and bring new influences into the world. In having the strength and courage to recognize the living spirit, in oneself and others, we have a flaming sword which can cut through our weaknesses and transform our world for the good. It is up to us.
In reflecting on the abundance of what life brings, and of all that I have received from others, gratitude – an endangered resource in our modern world – is born. And gratitude, in its turn, is a preparation for future acts of courage. Gratitude becomes a seedbed for confidence; from confidence comes courage. So in the remarkable wisdom of the year’s course, we move from the Moon Festival, which celebrates the community of family and loved ones and the fruits of life, to the Festival of Michaelmas, through which one can feel united with people all around the world, irrespective of nationality or creed, who have the courage to face their own dragons and meet their own spirit, becoming warriors of truth in this critical time in which we are living.
While the one is celebrated more in the East and the other in the West, each one, in its true meaning, can be a world festival.
During the second day, we worked with the theme of ‘The inner development of the Teacher and Child development’
It is awesome to realize the extent to which children take on what we are and what lives in us as teachers and parents and in this talk and discussion Ben led us through the processes whereby this happens.
Essentially the incarnation of the child into this world takes the form of the meeting of two streams, as each unique being (of soul and spirit) gradually descends into the vessel of the living body (physical and etheric), inherited through the parents. A dance and a struggle takes place between these two, which shows itself in many of the characteristic childhood illnesses and in children’s quickly changing moods and sometimes difficult behaviour. We cannot directly influence the child’s spirit, nor is it our task to do so, but we can and do have a strong influence on the ability of the body and soul to receive this spirit – which in turn influences the spirit’s ability eventually to take hold of its destiny in this life. Preparation for this is the realm of home life and education.
Small children learn through imitation, as kindergarten teachers well know. This is not consciously done but is an expression of the fact that the child, in its soul and spirit (also etherically – i.e. with its life forces), flows into everything that is around it.
In its limbs the child is active and comparatively awake, but in its head it is asleep. This is why the child learns most of all through doing, not through concepts or moral instructions. Its soft, small body takes in the environment deeply, even into the forms of the brain, with consequences for the whole of life. Only gradually does the head wake up, though in today’s world this happens earlier and earlier through the over-stimulation of the brain and senses. As the head awakens, the young person learns consciously to direct her actions out of her own volition, not just because her teacher or parent tells her to do it. This properly belongs to the time of adolescence and beyond.
Strangely, we are most social when we are asleep, for then we merge with one another, but unconsciously. This is the natural state of early childhood. As we wake up, we become separate; we cannot flow with life as before and are too much in our heads. Children who are awakened into life too early often have social and learning difficulties because they lose the openness and the magic grace that comes from childhood. It is the child that is the creative source within each one of us and if this is taken from us too early our lives become the poorer for it. The spirit in the head is a powerful energy; children are not yet ready to be able to deal with it.
As kindergarten teachers one has to use one’s etheric body to educate the physical bodies of the children. What does this mean? Consider the power of an inner picture to change how one stands or speaks or moves one’s limbs. If we tell children to keep their backs straight and their chins up, we are giving them physical instructions and they will respond by trying to move their muscles accordingly, but probably not for very long as it is physically tiring. If you give them the image of a star above their heads, however, they will raise themselves without even thinking about what they are doing. The picture lifts them. This is part of what it means to work etherically.
Similarly our words and gestures can either be lifeless and purely functional or they can take wing through the thoughts, images and feelings we carry within us. When we point with our fingers or nod or smile, is this just a physical movement? No it is not. Something beyond the physical – a thought or intention or feeling - shows itself in what the body does, it is not the body alone which does it. How potent is the inner picture of a fountain of water, sparkling with life, sunlight and air and how readily children will flow with one in this fountain if one creates it for them!
Etheric energy can stream through our eyes and flow through our gestures, touching children’s hearts. Joyfulness, gratitude, love and light, all these are carried etherically and in their presence children feel safe and learn respect. In them grows the love of life.
As a child's etheric body is born (i.e. becomes independent from those around) and she moves on into the primary school, we need now to use our astral body (the feeling-based, sentient foundation of the soul) as our medium of education. Take notice of what is happening in your own soul, in your inner weather and recurring thoughts! What tones and colours do we carry within as the atmosphere out of which we teach? Is one colour too dominant, one tone too strident? How can we soften it and mix it with others so as to bring harmony to the temperaments that live in the etheric body of each child?
We become artists in working on ourselves and the beauty of it is that we do this because it is what the children need. The appearance and state of the classroom, our ways of doing things and of teaching all the subjects we teach, our rhythm of breathing (whether too loose or heavy, too serious or light) - all these become an integral part of our professional lives as teachers and need to be transformed as the consciousness of the children changes.
When in adolescence the astral body of the young person is born (becomes independent) and his whole personality can change, it is now one’s own ‘I’ which is being called into action, to demonstrate its mastery over one’s own astrality (emotional turbulence) and its ability to give true direction to one’s life.
Adolescents are experts in pressing buttons. The anger you thought you had said goodbye to years ago suddenly bursts its banks and floods into the room, followed perhaps by a deep depression about one’s inability to teach... But they also long to see the strength of the human spirit and can be merciless in testing whether it lives in their teachers and parents or not. ‘Who are you behind your outer veneer, what do you really know and why are you teaching me this content?’ These are the kinds of questions that live in the souls of many adolescents towards their teachers. It is a direct call to the human spirit. And our response can either give them hope and energy for the future or it can confirm them in their fears and doubts.
At every stage of teaching we have a vital role to play. Only in the future will the effects of what we have done be revealed.
On the third day, we worked with a verse by Rudolf Steiner calling for the strength to transform our weaknesses and self-seeking into compassion and spiritual rebirth. We worked further with the speech exercises we had done the day before to bring meaning and life into this powerful Michaelmas verse.
Spirit Triumphant!
Flame through the weakness of fainted-hearted souls!
Consume our self-seeking,
Ignite our compassion,
That selfless desire, the life-stream of mankind,
May hold sway as a well-spring of Spirit Reborn!
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