"The Philosophy Of Freedom by Rudolf Steiner:
An In-Depth Science Of Freedom Study Guide"
Chapter 9 The Factors Of Life
Learning Modules
Introduction
Chapter 9 Module Contents
MODULE 9.1 Idealistic Act
STEP: From Conditioned Conceptual System to Idealistic Act.
Learning Objective: Elevating Conditioned Ideals - Develop your ability to discern and uplift the conditioned elements of your conceptual system, guiding them towards the peak of their potential for idealistic action.
MODULE 9.2 Moral Character
STEP: From Idea For Action to Moral Character.
Learning Objective: Affective Ideas - Cultivate your skill to align ideas for action you encounter with your individual disposition to manifest your highest moral character.
MODULE 9.3 Motivated Idea
STEP: From Idea Evokes Pleasure to Motivated Idea.
Learning Objective:
MODULE 9.4 Levels Of Morality
STEP: From Levels Of Characterological Disposition (Driving Force) to Practical Reason.
STEP: From Levels Of Motive (Goals) to Conceptual Intuition.
Learning Objective:
MODULE 9.5 Ethical Intuition
STEP: From Moral Intuition to Deed Determined By Ideal Content.
Learning Objective:
MODULE 9.6 Situational Idea
STEP: From Cognitive Concept Of Situation to Situational Idea.
Learning Objective:
MODULE 9.7 Ethical Individualism
STEP: From Individual Ethical Content to Ethical Individualism.
Learning Objective:
MODULE 9.8 Love Of Goal
STEP: From Love For Objective to Good Or Evil.
Learning Objective:
MODULE 9.9 Free Action
STEP: From Originate Intuition to Free Action.
Learning Objective:
MODULE 9.10 Harmony Of Intentions
STEP: From Unity Of World Of Ideals To Harmony Of Intentions.
Learning Objective:
MODULE 9.11 Concept Of Free Spirit
STEP: From to Concept Of Free Spirit to Actualize Free Spirit.
Learning Objective:
MODULE 9.12 Social Order
STEP: From Dangerous Free Spirit to Individualistic Social Order.
Learning Objective:
MODULE 9.1 (addition) Impulse Of Freedom
STEP: From Psyche-Physical Organization to Impulse Of Freedom.
Learning Objective:
Chapter 9 Learning Modules
9.0 Conceptual Intuition
"Conceptual Intuition" in Chapter 9 explains the interplay between perception, concept, and intuition in understanding the world and our individual will.
In cognition, our perceptions (like seeing a tree) guide us to a corresponding concept (the idea of a tree) from all possible concepts. This connection, determined through thinking, is inherent due to the unique properties of both the perception and the concept. For example, the inherent connection for an apple is due to the unique characteristics of the apple (the percept) and the concept of "apple".
However, when it comes to our will, the dynamics differ. Here, the perceptions are our individual existence, while concepts represent the universal elements within us. By thinking, we integrate our will, our personal agency into the wider world, connecting our experiences with a larger context. If I decide to paint, the percept is the action of painting, my self impacting the outside world representing my personal existence. The concept, on the other hand, signifies the universal principles within me - the idea to create or express.
Intuition is the source for the content of my whole conceptual system. A perception informs which concept to use from our intuitions, but it does not create the concept itself. This concept is given intuitively and then linked to the perception through thinking. This same process applies to understanding acts of will; the conceptual understanding of such an act is also given intuitively, not derived directly from the act itself.
Consider seeing a cat for the first time:
Your perception is the sight of the cat, but this doesn't create the concept "cat". The concept of "cat" comes from intuition—it's an intuitive understanding of what a cat is, perhaps built-up from pictures, stories, or descriptions you've encountered before. This concept is then linked to your perception through thinking.
Now, let's say you decide to pet the cat (an act of will). The concept of "petting a cat" isn't generated by the act itself, but again comes from intuition, perhaps from watching others do it or hearing about it. The conceptual understanding of this act is also given intuitively, not derived directly from the act of petting the cat.
MODULE 9.1 Idealistic Act
The Science Of Freedom
Wholistic Knowledge to Individual Autonomy
Part 2 Conformity to Individual Autonomy
Chapter 9: Individual Ideas Of Action to Express Ethical Content
Book Text Excerpt
9.1 Idealistic Act
"[3] If now the conceptual intuition (the ideal content) of my act of will occurs before the corresponding percept, then the content of what I do is determined by my Ideas. The reason why I select from the number of possible intuitions just this special one, cannot be sought in a perceptual object, but is to be found rather in the purely ideal interdependence of the members of my system of concepts. In other words, the determining factors for my will are to be found, not in the perceptual, but only in the conceptual world. My will is determined by my Idea.
The conceptual system that corresponds to the external world is conditioned by this external world. We must determine from the percept itself what concept corresponds to it; and how, in turn, this concept will fit in with the rest of my system of Ideas, depends on its intuitive content. The percept thus conditions directly its concept and, thereby, indirectly also its place in the conceptual system of my world.
But the ideal content of an act of will, which is drawn from the conceptual system and which precedes the act of will, is determined only by the conceptual system itself. An act of will that depends on nothing but this ideal content must itself be regarded as ideal, that is, as determined by an Idea. This does not imply, of course, that all acts of will are determined only by Ideas. All factors which determine the human individual have an influence on his will." The Philosophy of Freedom by Rudolf Steiner
STEP 9.1 From Conditioned Conceptual System to Idealistic Act
Learning Objective: Elevating Conditioning - Develop your ability to discern and uplift the conditioned elements of your conceptual system, guiding them towards the peak of their potential for idealistic action.
Introduction
In the pursuit of wholistic knowledge, we first seek to understand the world around us, processing and integrating external information into our conceptual system. However, a truly autonomous individual doesn't just absorb and reflect the external world, they also engage with it creatively. This module delves into understanding our conditioned conceptual system, shaped by our interactions with the external world, and learning how to elevate these conditions towards performing idealistic acts.
Our understanding of the world isn't static; it's a dynamic structure of concepts, continually reshaped by our perceptions and intuitions. In an idealistic act, the ideal content of our will, which precedes the act of will, is influenced by this ever-evolving conceptual system. It implies that our actions aren't merely reactions to our surroundings; they can also be proactive manifestations of our ideas, elevated from their conditioned state.
While our actions are influenced by various factors, there is the possibility of 'idealistic acts' that arise from our uplifted, conditioned concepts. These idealistic acts are not just expressions of our personal conceptual systems, but they also carry and convey our ethical individuality. They are our steps towards freedom, embodying the essence of individual autonomy. As we progress through this module, you'll learn how to transition from being shaped by external influences to becoming an active, autonomous individual who is capable of elevating their conditioned concepts to carry out idealistic acts based on your own Ideas.
1. Text Excerpt Breakdown
Cognitive Phenomena
This part talks about the cognitive role of conceptual intuition in shaping our actions. If the conceptual intuition (the ideal content) of the act of will occurs before actually doing it, then what I do is determined by my Ideas. The reason why I select a particular intuition out of many isn't guided by any perceptual object or experience, but rather by the logical relationships within my system of concepts. Simply put, our actions are driven not by what we perceive physically, but by our conceptual understanding. My will is determined by my Idea. For instance, if you decide to plant a tree because you understand the concept of environmental conservation, your act is determined by the Idea (environmental conservation), not by the percept (the act of planting a tree itself).
Individual Experience
However, our understanding of the world around us is shaped by that world. Our conceptual system that corresponds to the external world is conditioned by that world. To understand the world we must determine from the percept itself what concept corresponds to it. In other words, our experiences inform our understanding and also their place in the broader conceptual system. For example, when we experience rain, we have a specific understanding related to it (like "rain is water falling from the sky"). This understanding also helps us connect it to a larger idea (like "rain is part of the water cycle").
Expression of Knowledge
When the idea that drives an action comes from our system of thoughts and ideas and precedes the actual action, then the action is solely determined by our idea. But not all our actions are based only on our ideas. Various other factors can also influence our actions. For instance, if you decide to study because you understand the importance of good grades, this action is an expression of your knowledge. However, your decision to study can also be influenced by other factors like what your parents expect of you, societal expectations, or emotional responses, which all play a part in shaping your actions.
2. Examples
Scenario 1
Stage 1 - conceptual conditioning: An avid science fiction reader is constantly exposed to various concepts about space travel, alien civilizations, and futuristic technology. Her conceptual system is significantly conditioned by these ideas from the world of science fiction.
Stage 2 - idealistic act: She decides to pursue a career in astrophysics, not merely because of job prospects or prestige, but due to her idea (derived from her conceptual system) of understanding the universe better and potentially contributing to real-life space exploration. Her action is idealistic, as it's guided by the ideal content instilled in her by her readings.
Scenario 2
Stage 1 - conceptual conditioning: A professional chess player's conceptual system is heavily influenced by the strategies, patterns, and theories of chess he has learned and practiced in the world of chess.
Stage 2 - idealistic act: In a tournament, he makes an unconventional move. He doesn't do it because of a visible immediate advantage, but because he believes in the concept of unpredictability as an effective chess strategy (an idea formed by his conceptual system). This move is an idealistic act, guided not by the immediate percept of the game but by his conceptual understanding.
Scenario 3
Stage 1 - conceptual conditioning: The photographer's conceptual system is conditioned by the world of photography as they draw inspiration from different styles, techniques, and themes in their study and practice.
Stage 2 - idealistic act: The photographer's idealistic act comes into play when they organize a photoshoot showcasing everyday objects as art, driving forward the ideal of finding beauty in the mundane.
Scenario 4
Stage 1 - conceptual conditioning: The marine biologist's conceptual system is conditioned by their external interactions with the marine world, studying dolphin behavior and communication patterns.
Stage 2 - idealistic act: The biologist's idealistic act is manifested in the creation of a communication device designed to interpret and mimic dolphin language, fulfilling the ideal of interspecies communication.
Scenario 5
Stage 1 - conceptual conditioning: The agronomist's conceptual system is conditioned by the external world's agricultural practices and innovations, leading to an understanding of vertical farming and sustainable agriculture.
Stage 2 - idealistic act: The agronomist's idealistic act is the starting of an urban rooftop farm project to promote local, sustainable produce and efficient use of space, representing the ideal of sustainable urban agriculture.
Scenario 6
Stage 1 - conceptual conditioning: The psychologist's conceptual system is conditioned by their interactions with various patient experiences in the external world, leading to an understanding of the positive effects of pet companionship on mental health.
Stage 2 - idealistic act: The psychologist's idealistic act is the initiation of a "Pet Companion Program" for elderly individuals in retirement homes, advancing the ideal of enhancing mental well-being through pet companionship.
3. Practical Application
• Action Influencers: Write down major decisions or actions you've taken in your day. Reflect on what influenced these actions. This could be social norms, personal beliefs, or learned behaviors.
• Isolate Ideals: For each action or decision, try to identify the underlying conceptual ideal that drove it. For example, if you decided to straighten up your desk, the underlying concept might be 'orderliness.' What is the source of this ideal?
• Intentional Ideation: Practice identifying and isolating your own ideas in decision-making scenarios. Before making a decision, ask yourself: What Ideas am I bringing into this situation?
4. The Unawakened Materialist
In a sprawling city, there lived a materialist. His was a life born and bred in a neighborhood of low expectations, where dreams were rarely bigger than the next paycheck and the glimmer of ambition seldom broke through the heavy cloud of collective cynicism.
As a child, he had looked up at the stars and felt the thrill of wonder, a yearning for something more, something grand. But the neighborhood had a way of drawing your gaze downwards, to the cracked pavements and graffiti-marked walls, reminding you always to keep your feet firmly planted in the gritty reality of the here and now.
Years of living in such an environment conditioned his conceptual system. Dreams were frivolous pursuits, ambition a luxury, and aspiration a far-off fantasy. The tangible and immediate held sway over his life. His acts, no matter how seemingly idealistic, were constrained within these boundaries, limited by the base ideals of his world.
Once, he found a wallet brimming with cash on the pavement. Driven by the conditioning of his neighborhood, he pocketed the money. He could've spent it on a spree, but instead, he used it to pay off some pending bills and buy groceries for the week. It was an idealistic act, some would argue - But this act was not born out of autonomous thought, rather, it was a reflexive response to his immediate needs, conforming to his conditioned conceptual system.
When his neighbors applauded him for organizing a clean-up drive, it wasn't because of a sudden realization of civic responsibility. Rather, it was the possibility of immediate recognition, the tangible praise that conditioned his actions. Again, a seemingly idealistic act, but one that was dictated by the external world.
He was capable of idealistic acts, but they were always determined by the conditioning of his conceptual system, influenced by the limitations of his surroundings. The potential for individual autonomy, for acts born out of personal ideals, remains a dormant seed, yet to be awakened by the inner sun of self-realization.
5. Reflection Question
Take a moment to think of a significant action or decision you've made recently. What was the ideal of the action? Try to identify the source of this ideal in your external surroundings, events, or acquired knowledge. Did your own Ideas, apart from external influences, come into play in this action or decision?
6. Closing Thoughts
In this module, we've delved into the process of how our conceptual systems, shaped and influenced by the external world, can guide us towards actions based on ideals. Just as an artist transforms a blank canvas into a work of art through the interplay of colors and strokes, we too craft our actions from the palette of ideas provided by our conceptual systems.
Yet, like the artist who eventually develops their unique style, we must strive to elevate beyond the conditioned patterns of thinking, to embrace the freedom of creating our own unique, ideal-driven actions. This doesn't negate the value of our initial conditioning, but rather builds upon it as we develop an autonomous framework that aligns with our deeper, ethical content.
In this journey from perceiving to acting, we can't remain mere passive recipients of ideas, but must actively shape our actions with our ideal content. Our ability to do so depends on the transformative power of individual autonomy. The will to act, initially seeded by the external world, eventually blossoms into expressions that reflect our unique, ethical selves. This dynamic interaction between our conceptual system and our idealistic actions paves the way for us to realize our true freedom.
MODULE 9.2 Moral Character
The Science Of Freedom
Wholistic Knowledge to Individual Autonomy
Part 2 Conformity to Individual Autonomy
Chapter 9: Individual Ideas Of Action to Express Ethical Content
Book Text Excerpt
9.2 Moral Character
"[4] For an individual act of will we must distinguish two factors: the motive and the driving force. The motive is the conceptual factor, the driving force is the perceptual factor in will. The conceptual factor, or motive, is what momentary determines the will, the driving force is the permanent determining factor in the individual.
The motive of an act of will may be a pure concept, or a concept with a specific reference to something perceived, that is, an idea. Universal and individual concepts (ideas) become motives of will by affecting an individual and determining his action in a certain direction. However, one and the same concept, or one and the same idea works differently in different individuals. The same concept (or idea) can motivate different people to different action.
An act of will, then, is not the result of a concept or an idea alone, but is also influenced by the individual make-up of the person. This individual make-up we will call, according to Eduard von Hartmann, the "characterological disposition." The way in which concepts and ideas affect a person’s characterological disposition gives his life a particular moral or ethical character." The Philosophy of Freedom by Rudolf Steiner
STEP 9.2 From Idea For Action to Moral Character
Learning Objective: Affective Ideas - Cultivate your skill to align ideas for action you encounter with your individual disposition to manifest your highest moral character.
Introduction
Embarking on a journey from conformity to individual autonomy requires us to delve deep into our inner workings, particularly into how we respond to an idea for action. This response, as we'll explore in this module 'Moral Character', is instrumental in shaping our moral and ethical persona, our unique stamp on the world.
This module illustrates the intricate dance between the motive and the driving force in our acts of will. These components don't exist in isolation; they interact, influenced by our individual makeup or "characterological disposition," leading to actions that mirror our moral character.
In a fascinating way the same idea can inspire a spectrum of actions in different individuals. This variability underscores the transition from conformity to individual autonomy - illustrating that we're not just passive receivers of concepts and ideas, but active interpreters and performers, molding these concepts to resonate with our individual dispositions.
Consider a stage play where the script represents an idea for action. Despite having the same lines (ideas), different actors (individuals) will deliver them in distinctive ways due to their unique styles and interpretations (characterological dispositions). One actor might deliver a line with humor, another with sincerity, yet another with a dose of cynicism. The delivery of the line - the action - thus becomes an expression of their unique moral character and artistic individuality.
1. Text Excerpt Breakdown
Cognitive Phenomena
This part of the text emphasizes the dual aspects involved in an act of will. It outlines two critical factors - the motive (conceptual factor) and the driving force (perceptual factor). The motive can be seen as the guiding light or the conceptual compass that provides direction for an act of will. On the other hand, the driving force is the constant fuel, derived from our perception, that propels us towards action. For instance, in the decision to learn a new language, the motive might be the concept of self-improvement and broadening one's horizons, while the driving force could be the specific perception of a culturally rich language that intrigues them.
Individual Experience
This segment underscores the uniqueness of individual experiences. It shows how a single concept or idea can spur different actions in different people based on their individual interpretations and experiences. For example, the concept of fitness might lead one person to take up yoga, another to start weight training, and yet another to begin a vegetarian diet. The same idea of fitness thus catalyzes different actions depending on the person involved.
Expression of Knowledge
The final part discusses how an act of will is not only the product of a concept or an idea, but it also reflects the unique character of the individual performing it. This 'characterological disposition', or individual makeup, shapes how ideas and concepts are actualized into actions, thus giving a person's life a distinct ethical character. For example, a person with a love for art and an innovative character might express their idea of beauty by creating abstract paintings, while another person with the same appreciation for beauty but with a methodical character might express it by capturing meticulous photographs of nature.
2. Examples
Scenario 1
Stage 1 - idea for action: A high school teacher encounters the idea of using theater as a medium for teaching history, making it more engaging for students.
Stage 2 - moral character: Driven by a disposition that loves drama and is dedicated to teaching, he incorporates this method into his lessons. This action showcases his moral character as a creative and engaging educator committed to making learning enjoyable and meaningful.
Scenario 2
Stage 1 - idea for action: A student comes across an idea to get a better grade by plagiarizing an assignment from the internet.
Stage 2 - moral character: The student's lack of integrity and lack of respect for academic honesty leads him to copy the work. This action uncovers his moral character, showing a willingness to deceive to meet personal objectives rather than put in the effort to learn and grow.
Scenario 3
Stage 1 - idea for action: A stay-at-home parent stumbles upon the idea of turning everyday household chores into fun learning experiences for their young children.
Stage 2 - moral character: Through their nurturing nature and dedication to their children's development, they create a series of games around chores. This action portrays their moral character as a resourceful and dedicated parent who seamlessly combines fun with responsibility.
Scenario 4
Stage 1 - idea for action: An employee in a large company gets wind of an idea to earn quick money by selling confidential data to a competitor.
Stage 2 - moral character: Driven by greed and a disregard for loyalty, the employee follows through with this harmful action. This action exposes his moral character, revealing him as an individual who is ready to jeopardize his organization and colleagues for personal gain.
Scenario 5
Stage 1 - idea for action: A professional video game player encounters the idea of using his platform to promote physical fitness within the gaming community, often stereotyped as sedentary.
Stage 2 - moral character: His personal fitness journey and his unique role in the gaming community inspire him to initiate online fitness challenges tailored for gamers. This action establishes his moral character as an advocate for balanced lifestyles.
Scenario 6
Stage 1 - idea for action: A political leader learns about an opportunity to discredit a competitor by spreading false rumors about them.
Stage 2 - moral character: Influenced by their desire for power and disregard for ethical conduct, the political leader propagates the false information. This action exposes their moral character, showing them as an individual who is willing to harm others' reputations to benefit themselves.
3. Practical Application
• Mindful Media Consumption: Be aware of the media content you consume and how it influences your actions. If certain shows, websites, or books often suggest ideas that exploit your weaknesses, consider reducing your consumption of these. Find more positive influences.
• Active Listening and Observation: Be fully present during your interactions with others. Pay attention to the ideas for action that come up in conversation and notice your instinctive reactions. Do you feel excited, indifferent, or resistant to these ideas? What do these reactions reveal about your moral character?
• Personal Boundaries: Establish and maintain personal boundaries. Learn to say 'no' to ideas that don't serve your growth or lead you into areas that can exploit your character weaknesses.
4. The Ascetic Spiritist
The spiritist's days revolved around seeking higher truths in the realm of spiritual theory. Enraptured by the unseen dimensions and energies that interweave life, the spiritist dedicated their hours to deep meditation and spiritual retreats. The spiritist reveled in a life of resignation and ascetic practice, deriving profound joy from the cultivation of their sensitive feeling intuition, a gateway to the powerful spiritual energies they longed to commune with. They fervently believed that the most meaningful existence was to be found in this realm, far removed from the distractions and mundanity of everyday life.
Indeed, their dedication was a one-sided affair. Their life was devoid of the worldly experiences that form the foundation of practical wisdom and fuel the drive to accomplish. The spiritist rarely ventured out into the bustling towns or engaged in commonplace endeavors, choosing instead to remain in their tranquil isolation, with their spirit nestled in the metaphysical realm.
As a result of their spiritual focus, the spiritist struggled to fulfill even their basic necessities. Though their intentions were pure and their spirit was rich, their ability to act in the world and affect real events was limited. They attempted to draw on their spiritual powers, but without noticeable affect in the real world.
The spiritist's characterological disposition was notably lacking the memories of past triumphs or the experience of overcoming worldly challenges, which often serves as fuel for the drive to accomplish. They frequently lacked the resolute determination needed to transform their good intentions into action, giving rise to a moral character marked by a trail of promises unfulfilled.
Despite their high spiritual ideals, the spiritist was trapped in a cycle of good intentions that rarely manifested into tangible action. Their story served as a poignant reminder that moral character and spiritual growth both require a balance of the ethereal and the tangible, the spiritual insights, and the practical application in the everyday world.
5. Reflection Question
Consider when you were presented, inwardly or outwardly, with a specific idea for action. How did your individual make-up (your characterological disposition) influence your immediate response to this idea? Did you embrace it, modify it, or reject it outright? Did you lack the drive to act on it? Reflect on why you responded in such a way.
6. Closing Thoughts
Ideas for action are not mere suggestions that propel us towards uniform actions. Rather, they are catalysts, interacting with our individual make-up, our unique composition of experiences and tendencies, to yield distinctive responses. Our responses, in turn, are not just reactions to external stimuli; they embody our personal interpretation and understanding of the world, carved from our individual journey from conformity to autonomy.
Our moral character is a testament to this journey, mirroring the individual's path of transformation. It serves as a vivid illustration of how our encounters with ideas are personalized, seeped in our individuality, and thus give rise to diverse responses. Just as a single melody can be played in countless unique ways on different instruments, the same idea can resonate differently within each of us, inspiring an array of actions aligned with our unique character.
Our journey towards expressing ethical content is not a one-size-fits-all process. It's a deeply personal evolution, colored by our unique character and the ways we engage with ideas. Our actions, and hence our moral character, are not mere reflections of the external world, but unique expressions of our inner world, our individual autonomy.
MODULE 9.3 Motivated Idea
MODULE 9.4 Levels Of Morality
MODULE 9.5 Ethical Intuition
MODULE 9.6 Situational Idea
MODULE 9.7 Ethical Individualism
MODULE 9.8 Love Of Goal
MODULE 9.9 Free Action
MODULE 9.10 Harmony Of Intentions
MODULE 9.11 Concept Of Free Spirit
MODULE 9.12 Social Order
MODULE 9.1 (addition) Impulse Of Freedom
