| THE PHILOSOPHY OF FREEDOM STUDY GUIDE
THE STUDY GUIDE WITH PAGE DESCRIPTIONS
This is a link to the Study Guide with page descriptions added.
|SOCIAL AND POLITICAL|
|RENEWAL OF THE PHILOSOPHY OF FREEDOM|
What they don't want you to know.
The new YouTube algorithm that determines who sees your videos is repressing the views on this noncontroversial Rudolf Steiner video. You won't likely find the videos unless you are subscribed to the YouTube channel. The topic of freedom is not just being shut down in China and North Korea, now it is shut down globally by the tech giants.
Tarot Card 15 the "Devil"
The Ethical Individualist’s 15 Rules Of Life
I am thinking of producing a chapter by chapter video series summarizing The Philosophy Of Freedom so I worked up 15 rules of life. Looking up the number 15 I saw it was the Devil card in the Tarot. This card shows a man and woman enslaved by the Devil bound with large chains. But the chains are loose and you can lift them off to free yourself—if you want to.
#0. Seek Truth Within
“The only knowing that satisfies us is the kind that submits to no external norm, but springs from the inner life of the personality.”
#1 Know Why You Act
“Obviously, an action cannot be free if the doer carries it out without knowing why. But what are we to say of the freedom of an action when the reasons are known?”
#2: Seek Unity With The World
“Only when we have made the world-content into our thought-content, do we find again the unity from which we have separated ourselves.”
#3 Think About Thinking
“We must first examine thinking in a completely impartial way. There is no denying that thinking must be understood before anything else can be understood.”
#4 Be Aware Of Perception Bias
“My perception-pictures, then, are at first subjective. The recognition of the subjective character of our perceptions can easily lead us to doubt whether anything objective underlies them at all.”
#5 Know The World
“Once we know what to make of the world, it will be an easy task to orient ourselves within it.”
#6 Lift Your Feelings Into The Ideal
“A true individuality will be the one who reaches up with his feelings as high as possible into the region of ideals.”
#7 Accept No Limits To Knowledge
“It follows from the concept of knowledge, as defined by us, that there can be no talk of any limits of knowledge.”
#8 Know Yourself
“It is only in the course of our gradual development that we struggle through to the point where the concept of Self emerges from within the blind mass of feelings that fill our existence.”
#9 Actualize The Free Spirit
“The concept of man is not complete unless it includes the free spirit as the purest expression of human nature. After all, we are human in the fullest sense only to the extent that we are free.”
#10 Obey Only Yourself
“A human action is unfree when he obeys some perceptible external compulsion, it is free when he obeys none but himself.”
#11 Live A Purposeful Life
“Life has no purpose or function other than the one which the human being gives to it.”
#12 Be The Crown Upon Human Evolution
“Ethical Individualism is the crown of the edifice that Darwin and Haeckel have erected for Natural Science.”
#13 Recognize Your Achievements As The True Value Of Life
“He determines the value of his life by measuring his attainments against his aims.”
#14 Be The Source Of The Moral Life Of Humanity
“All moral activity of humanity has its source in the ethical intuitions of the individual.”
This classroom picture is an adaptation.
Is The Association of Waldorf Schools of North America (AWSNA) Promoting Socialism?
The Neo-Marxist Social Justice Movement has infiltrated the WALDORF SCHOOLS with its emphasis on group identity according to race and gender in opposition to Steiner's vision of free individuality. "The Association of Waldorf Schools of North America (AWSNA) annual summer conference was on looking at Waldorf education through the lens of social justice." Communist / Socialist ideology of equal distribution was advocated at the AWSNA Conference: "social, monetary and land resources and rights need to be shared equitably." Read more about conference Download PDF
"social, monetary and land resources and rights need to be shared equitably." AWSNA Conference
Great Barrington Rudolf Steiner School New Social Justice School Director
Has the Great Barrington Rudolf Steiner School made a dramatic move away from Steiner education and toward becoming a Social Justice school? Dr. Sue Das (new school director) seems highly experienced in social justice but lacking in knowledge of Waldorf education: Read more about Dr. Das.
"Dr. Das brings to her position at the Steiner School a deep commitment to equity and social justice in teaching and learning." Steiner School announcement
Emerson Waldorf School Diversity Committee
Many Waldorf schools are forming Diversity Committees to implement and monitor politically correct behavior according to Social Justice ideology in the schools. The Emerson Waldorf School encourages informants to come forward to report students, teachers, staff or even family members for offensive behavior they consider to be racist. As we have seen it is almost impossible to defend yourself against an accusation of being a racist. Read more about the Emerson Waldorf Diversity Committee
"If any member of the community – students, teachers, staff, family members – observes or feels threatened by racist behavior, please contact a member of the Diversity Committee." Emerson Waldorf Diversity Committee
Social Justice Curriculum For Waldorf Schools
How much of the Waldorf Curriculum Will Be Replaced By A Social Justice Curriculum? Moving a Waldorf/Steiner school toward Social Justice will necessarily change the curriculum. Here is a Sample Social Justice Lesson PDF from a Social Justice curriculum suggested by Waldorf inspired Oak Meadow. The Waldorf curriculum was founded on Rudolf Steiner's principles for developing free individualities. The Social Justice curriculum is founded on the ideology of postmodern neo-marxism, commonly known as political correctness, which emphasizes collective group identity according to race, gender and sexuality. A Social Justice curriculum will teach your child about the bias and injustice in the world, help them discover their group identity, learn about the injustice of capitalism, how they are oppressed by the privileged, and how they identify on the gender spectrum.
Dr. Torin Finser's new vision for Social Justice Waldorf Schools
According to Waldorf education expert Dr. Torin Finser of Antioch University New England, Waldorf Schools need to "connect with the current issues dividing our society: political polarization, racism, income inequality, immigration, nationalism, and religious fundamentalism." By focusing on these problems in the grade schools he says it can transform the local community. It sounds like Dr. Finser would like to turn the grade school children into political activists by introducing them to how terrible the world really is. Read more
Green Meadow Waldorf School -"broad commitment to social justice"
The goals of the school's "Diversity and Inclusion Committee" include increasing enrollment of underrepresented groups and hiring an increasingly diverse faculty and staff. They are in the process of training the entire faculty and staff in the "Undoing Racism" framework. Read more
Diversity & Inclusion
Emerson Waldorf Diversity Committee
Emerson Waldorf is committed to providing a safe and nurturing educational environment for every student. We continually seek to improve the ways we serve and support all members of the community. A safe and supportive space is the fertile soil in which all the seeds of diversity may grow. Students feel safer in school when they are educated in a diverse setting, and classroom discussion is enriched with multi-cultural perspectives.
The school’s mission is to be in the vanguard of racial inclusion, and in establishing a community whose diversity may be also defined along ethnic, cultural, gender, sexuality, and economic lines. To do so, we invite speakers and engage in workshops to raise the consciousness of our teachers and staff and to challenge our preconceptions. Training and introspection can then help support our multi-pronged strategy to promote diversity.
First, we regularly review our curriculum to see how we might incorporate stories, paintings, music, and texts from various cultures.
While the traditional Waldorf curriculum is based on European sources, we strive to offer our students experiences from other cultures – a Congolese play, a slave narrative, or an historical narrative of the Lumbee tribe expelling the Klu Klux Klan from a North Carolina county are just a few examples. In addition, teachers strive to acknowledge different perspectives in their teachings. A history lesson about the Vietnam War might include the perspectives of North and South Vietnamese, and tales of European explorers might be complemented by writings of Native Americans.
Second, we endeavor to attract families from underrepresented communities and economically disadvantaged families who would like to benefit from Waldorf education. Our development efforts are directed, in part, to raising money for tuition assistance for families that otherwise might not be able to afford private school.
Third, we undertake extensive outreach activities to attract and train teachers from under-represented minorities. After all, students respond to teachers who look like them or who have had similar life experiences. And the community of teachers grows in sensitivity, awareness, and exposure along with its diversity.
Our challenge is to pursue all of these aspects of creating a diverse community. We are committed to the challenge.
One final note: Rudolf Steiner’s writings have sometimes been used to justify racial and cultural bias. The Emerson Waldorf School rejects any such use or interpretation of our educational philosophy. We will address instances of racism or cultural insensitivity through engagement and discipline.
If any member of the community – students, teachers, staff, family members – observes or feels threatened by racist behavior, please contact a member of the Diversity Committee.
"Dr. Das brings to her position at the Steiner School a deep commitment to equity and social justice in teaching and learning."
"(Dr. Das is) skilled in curriculum alignment and development..."
"Dr. Sue Das is the right person at the right time for Steiner, as we go through a vitally important transition in our school's history," said Chris Lee, president of the Steiner School Board of Trustees and a member of the school director search committee. "She brings extraordinary knowledge as an educator, deep experience as an administrator, and wisdom from her rich and meaningful life story. Combine all this with her fresh perspective, quiet confidence and compassion for children, and we will have a very strong leader to help guide our future."
An experienced global educator, Dr. Das has broad teaching, literacy, and leadership experience in primary, secondary, and higher educational settings. Skilled in curriculum alignment and development, and holistic assessment frameworks, she is an international presenter in literacy topics.
A native of Calcutta, India, Dr. Das brings to her position at the Steiner School a deep commitment to equity and social justice in teaching and learning. She has worked as a board member and a volunteer to create international literacy initiatives for non-profits, including Mother Teresa's Missionaries of Charity in Calcutta.
Dr. Das earned her Ph.D in language, literacy and learning from Fordham University in New York and holds master of arts degrees in both teaching (N-6) and reading (K-12) from Manhattanville College in Purchase, N.Y., as well as a master of arts degree in English from the University of Calcutta and a bachelor of arts degree in English from Saint Xavier's College in Calcutta, India. Dr. Das holds a certificate of advanced educational leadership from the Harvard University Graduate School of Education and has completed educational leadership training at the Vanderbilt University Peabody School of Education, The Children's School, Fairfield University, and Kingswood Oxford School. Most recently, Dr. Das was a fellow at the National Association of Independent School's Aspiring Heads Institute.
Dr. Das comes to the Steiner School from the Brunswick School in Greenwich, Conn., an independent, college preparatory day school providing character-based education for boys in pre-kindergarten through grade 12. At Brunswick, Dr. Das has served as a teacher and administrator since 1998 and currently serves as the co-director of the Brunswick Faculty Institute, an in-house professional development program. Throughout her career, she has championed linguistics, literacy, early childhood, special education, action research and STEAM, for which she received her teaching certification in 2015. Dr. Das's teaching experience includes gifted, remedial, and other elementary education programs for children from pre-K through grade 8, as well as adjunct professorships in language and literacy at Queens College of Education, Manhattanville College of Education, and Iona College of Education.
Commenting on her appointment as Great Barrington Rudolf Steiner School Director, Dr. Das writes, "In my own life, I strive to be a global citizen and have been blessed with truly remarkable teachers. These authentic relationships and experiences, coupled with my own sense of calling in my work, have brought me to this unique haven that is the Steiner School. I have seldom seen the absolute and pure joy, excitement, commitment and passion for education that I've seen at Steiner. As the Director, I am looking forward to being part of the Steiner School fabric — to grow and learn alongside the community, as well as continue the work of educating the 'whole child' in the 21st century."
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