Posts Tagged ‘foundation stone’

Training

Wednesday, March 31st, 2010

It seems clearer and clearer to me that it would work well to take the Foundation Stone as the … well, foundation stone of a training.

If the course leaders were clear that the purpose of the course was enshrined in the F.S., then this could be shared with the students before they enroll. This would make it possible that before the course started, the students could begin working with the F.S. I have found it incredibly useful in my teaching if everyone has done inner work beforehand, so that the gradient between the teacher who knows both content and purpose, and the students, who may have a hazy idea of purpose but not of the content, is reduced. It would also make clear the anthroposophical foundation of the course, without demanding any personal confession of belief from the students. They could decide freely whether what the F.S. contains accords with their personal purpose.

F.S. is a tool to self-knowledge, and self-leadership (the very fact of addressing myself “Soul of man!” means becoming conscious of the relation of soul and spirit). It opens the perspective of world-evolution. And it stimulates the drive to equip myself to work purposefully, which covers the specialised subject material that any particular course will need.

Training

Tuesday, March 30th, 2010

[self]-leadership is the Alpha and Omega. I’d like to see that as the sun, all other subjects as the planets. I think this could also mean that some things could be done in other colleges – because if the sun is there, everything else will find its place in the solar system. And there’s a problem that anthroposophical trainings aren’t always good at transmitting some kinds of knowledge – too small, lack of specialised staff etc. But Anthroposophy¬† is the way of cultivating the inner sun.

Actually the whole thing could emerge from the Foundation Stone Meditation, starting at the end with the question of purpose; working backwards, the whole of cosmic and human evolution gives my purpose its context; working back again, the whole 3-fold nature of man, and our relationship to the cosmos, gives me the insight I need to carry out my purpose.

And this spirit of exploration out of articulating purpose might be the key to where the students find the content they need – ie in house or in other courses. If the aims of the course (which need to be held by the institution, and clearly communicated) are clear, then the students are empowered to look where they will get what they need to fulfill those aims. That would overcome a problem I’ve seen in our small, familiar training institutions – the students feel embarrassed to have to articulate the inadequacies of the teachers. If the contract is far clearer, and the students are empowered to continually reflect whether a course is helping them work to the purpose of the course, any reflection could be depersonalised.