New book description: Growing Sustainable Children and Schools Worthy of Our Affection

I’ll be sending our gift copies of the digital version of volume one in next few days. Okay to request a copy.  HealingToolbox (at] gmail.com Also up as eBooks on Amazon. Paper editions coming shortly.

Subtitles: Team Human K-12 Teacher Training;
Waldorf 2.0 for Public Schools, Local Assembly Required
How to Re-Invent Face-to-Face Culture Series

In 2017, for Waldorf’s 100th birthday, 2019, I thought it might be timely to discuss what the next 100 years could bring. Here it is. One of several themes proposed is: Team Human K-12 education.

In 2016 Douglas Rushkoff proposed humanity as a team sport; everyone is on Team Human–tho not everyone recognizes-acknowledges this yet. “Team Human” is a healthy response to Faustian, dystopian “Team Machine” (programming people to conform to technology). Check out Doug’s podcast.

From multiple angles, this book project uses Team Human to refresh Waldorf schools as “seedbeds of social-cultural innovation.” In the coming 100 years, how will we engage NEW generations to innovate socially and culturally? How will they create another 2,000 practical seedbeds prototyping alternatives to dystopia? I found some answers. See if you agree–or disagree 🙂

Can Waldorf evolve in the next 100 years? How exactly? How an authentic USA Waldorf did not yet evolve–and could–is discussed.
This is also the first text I know of written for BOTH private-independent and public charter Waldorf teachers and trainees.

The book project is organized around What is “real work”?
– What is “real work” for children on their journey thru the Land of Childhood?,

– What is “real work” for adults who will teach children in the Land of Childhood–before and after puberty?

– What is “real work” for parents?

– What is “real work” for everyone, at a K-12 community center towards a Team Human positive future?

The endgame? Grade 12 graduates who are:
– Emotionally Intelligent,
– self-propelled problem-solvers, and
– cooperative-collaborative, willing and able to play on a team or lead a team.

Read as much or as little as you like. Five short volumes of 125-150 pages each, are divided over three SECTIONS:

SECTION 1 ~ Theme of Team Human K-12 ed. Couple introductions. “What is Real work for Children?” Lays out the 100-year-old wisdom of Sensitive Periods and how our Outer Game of Life as a child, becomes our Inner Adult Game of Life.

SECTION 2 ~ “What is Real work for Teachers and trainees?” Annotated short history of childhood. Annotated short summaries of Emotional Intelligence (EQ) and related Best Progressive K-12 Practices from outside the ‘Classic Waldorf box.’

SECTION 3 ~ What is Real work for Parents and Everyone at a school? “Classic Waldorf is primarily characterized by its metaphors,” building on the UNESCO characterization. Waldorf metaphors universally useful. Metaphors only useful to “parochial” Anthroposophic schools. School as a person. School as a Commons. WHO do we graduate? Conclusions. Three ways to re-brand Waldorf for the coming 100 years.

Comments, corrections, additions on the entire effort are welcomed.
Written primarily for teacher trainees, I hope this usefully outlines ideas for Team Human parent education.

A robust USA version of Waldorf incorporating Best Practices from holistic-humanistic movements, has yet to develop. The Best Practices likely to be useful are summarized, a way out from the dead-end of USA schools trying to succeed as European-Waldorf-lite.

For an authentic USA Waldorf to emerge, schools will have to embrace North American genius in the areas of Emotional Intelligence, interpersonal competency, personal growth, and healthy group process.

Openness to innovations and self-assessments, compatible with Classic Waldorf, from OUTSIDE the Waldorf box will play a big part.

Can USA Waldorf evolve? Will it evolve? Let’s hope the answer is “yes” to both.

If Waldorf ed is new to you, check out the Waldorf100 video on YouTube to feel its worldwide, international momentum for yourself. Celebrate here: Waldorf100 video (17-min.) https://www.youtube.com/watch?v=wfec6eF4I_4&t=1s

RAM and ROM metaphor for human psyches

Cultural innovators and Creatives are inching towards more and better rhetoric for whole-brainedness–however variously characterized and defined.

Going this direction, I realize we are coming to a conflict of concepts.

One concept we use to think about our psyche is Conscious <=> Sub-conscious <=> Unconscious. We know this visually as the iceberg image:

dg-iceberg

At the same time, we also think about our psyche as a computer; and specifically in terms of RAM and ROM as metaphors for our waking psyche:

RAM is active read-and-write memory,

ROM is passive read-only memory.

dg-ram-rom

Can we reconcile these two conceptions of how waking human psyche works?

Yes we can.

Conscious <=> Sub-conscious <=> Unconscious describes the range, the span of frequencies in our waking adult psyche.

RAM is our attention, the more limited span of what we attend to in any given moment.

ROM is passive memory storage. Its capacity is huge and its storage media is frequencies nested in seemingly endless fractal patterns, courtesy of our etheric body.

Our attention has capacity to move to any point within the range of our psyche, as needed. Our attention can move into memory; for example, for the healing of memories.

Where is your attention moving today?

If you feel your attention is stuck, endlessly recycling what’s familiar and predictable to you; perhaps, consider ways to step outside your own habit happens of where you place your attention.

If you could perceive something new inside yourself, what would you wish to perceive more of?

 

Goethean Science as observing in 3-D

Quality of observing

Goethe’s theory-method of science can be clarified by ‘quality of observing;’ as in, what quality of observation does this reporter-experimenter engage in?

Two ways to experience a circus

Consider this contrast: You are 13 years old. The circus comes to town. You have never seen a circus nor seen it on a movie or screen. You want the circus experience. You mow lawns to earn the ticket price.

You enter the big top with all your senses open. Beyond the horses, elephants, trapeze artists, beyond this, a sense of wonder pours into you. In the moment, not easy for you to articulate the wholeness of your circus experience. Only later, maybe days or weeks later, will you be able to speak and-or write about your conclusions after all your external and internal movement has integrated and “come to rest.”

Contrast this with: A one-eyed, color-blind person in a wheelchair also wants the circus experience. He has no money for a ticket. He walks around the outside of the wooden fence surrounding the big top. He finds a small missing knothole in the fence he is able to look thru. Yes! He can see the big top activity, the women standing on horseback, the elephants, trapeze artists. After watching all of the circus thru this knothole, where each act can be catalogued, a more limited immersion in the experience, the one-eyed, color-blind onlooker can indeed organize his sensory and mental impressions and report his experience.

Given these two circus-goers, if you interviewed both persons, who’s account is more interesting and engaging?
Which of the two people would you invite into a Grade 1-4 classroom to describe the circus to the children?

What Goethe did not have rhetoric to say, which we can say today, is the quality of observation contrasts in the two accounts.

In one account, the objective (sensory) details of the circus converge with their own personal experience of the circus. This reporter tells you details of horses and trapeze artists; alongside details, of how and what the reporter felt.
Three-dimensional observing ~ Because this report converges feelings with sensory details, listeners find it more 3D, more engaging.

The other reporter, observing from a distance as it were, was more detached from their own feelings about the circus. They may list more sensory details of horses and trapeze artists; however, this reporter reports fewer feeling experiences, thoughts tangential to how he felt; or possibly, reports no feelings at all.

This contrast between two qualities of observation, also characterizes the contrast between the Goethean whole-person observing and Sherlock Holmes primarily left-brain-only observing.

Joe Friday: “Just the facts, mam”

I’m going back to the two circus observers. I’m aware an even starker contrast along these lines exists in pop culture. It is the hysterical mother, wife, daughter being interviewed by Detective Joe Friday in the 1952-’58 TV drama Dragnet.

Harvey Kurtzman’s and Will Elder’s parody of Dragnet in MAD (comic book) #11, page 4 especially, takes this contrast to its extreme, the hysterical widow and Joe Friday, who never responds in a personal way to ANYTHING, no matter how extreme or even absurd.

The Kurtzman-Elder Dragnet parody is here – http://ethunter1.blogspot.fr/2010/05/sunday-funnies-mad-11-dragnet.html

In both Dragnet and the parody, Joe Friday is NON-emotional. The widow wife has all the emotions. Joe even appears to have his eyes closed.  He’s closed-off to his own experience (a topic not discussed until Men’s Liberation in the late 1970s).

Starting around 1792, Goethe intuited a science drawing on BOTH extremes, could keep humankind in the middle zone of truly human values.

Mythologically, the unresponsive male, especially emotionally unresponsive male, is buddies with:

– The cowboy Marlboro Man, all tough cowboys of few words,

– Sherlock Holmes, “Elementary, my dear Watson,”

– The white-lab-jacketed scientist.

Can you add to this list?

Now for the $64,000 questions

How much are you an observer in your own life?  How much are you a full participant? 

Did you parents or grand-parents divide up Thinking and Feeling so one was “in charge” of one function and the other function fell to the other?  

How willing are you be be a full participant in your own life, employing all your senses, all your Thinking and all your Feeling?  

In Modern lingo, this is what Goethe proposed as a science for soul in the human experience.  

Can you see why Goethe’s holistic ideas had to “sleep” until the 1970s before they could be appreciated even a little bit?  

Excerpted from the up-coming On Beyond Waldorf mss

Goethe on visualizing & visualization

Goethe had a very nuanced idea of visualizing and visualization. His ideas do NOT coincide with Descartes-Newton and modern scientific, post-modern science ideas. Goethe’s ideas are more holistic and remain rather unique in 2018. A published paper lays this out well:

Goethe’s way of observing required one to look into an object, and see behind mere sense impressions and one’s own mere thoughts and feelings about the subject … The missing elements for him were ‘insight into the object’s character; and, the striving of the human spirit’.30

Goethe’s mode of perceiving stretched [across a much wider range of perception, than we find anywhere in modern or post-modern thinking, outside of mystical literature].

Goethe’s mode of perceiving stretched from the phenomenal world into the noumenal realms. This contrasted with the Kantian assertion of the mediation of noumena by sense-impressions.

Goethe’s reaching towards the objective [beyond the five-sensory perceptible] was not strictly Spinozist either.

Goethe’s encounter with the object was first external; and then, internal and imagined. This is in stark contrast to Spinoza’s view of imagination and fantasy as corruptors of true knowledge.

The visualization of Goethe’s … method [of visualizing] thus involved seeing behind the sense object; and then, behind] one’s own intuition; in order to, extend one’s perception into the noumenal world. Then imagining how [the Unconscious Patterns perceived beyond the object and the Patterns outside of one’s own personal intuitions] stretched back across the subject-object boundary into the objective world.

By practice of ‘exact sensorial imagination,’ Goethe, the natural philosopher, perceived the object of his study [on multiple levels and from multiple angles-views].

For example, experimenting with the prism, Goethe integrated all the various aspects of the phenomenon; attempting to, ‘recreate in the wake of ever-creating nature’.32

The goal of his process was to form and interject intermediate capacities for perceiving which could provide the natural philosopher with deeper insights into natural objects and phenomena. Goethe hoped to, and in several fields achieved, facility at employing clouds, geology and color to yield to him insights of their invisible essence and organization.

This depth of insight, this goal, was impossible to achieve by simple five-sensory observation; coupled with, mental contemplation.

In his way, higher order, pattern and lawfulness was firmly anchored into–and discovered within–five-sensory perceptions.

Adapted and revised for clarity from p. 11-12 Between Light and Eye: Goethe’s Science of Colour and the Polar Phenomenology of Nature by Alex Kentsis, Mount Sinai School of Medicine, New York University, New York, New York, 10029,

USA. – https://arxiv.org/pdf/physics/0511130.pdf – Found in Cornel library database

Perhaps if Goethe had discussed visualization with the language above, he could have more easily supported his radical ideas about keeping the new field of “science” in his day connected with both Thinking and with Feeling.  I guess this task is up to us now, articulating and promoting a science as if both the Inner and Outer Games of Life were both worth playing.

= = = =
Author, Health Intuitive, Bruce Dickson online:
http://www.Amazon.com/Bruce-Dickson-MSS/e/B007SNVG46
Holistic Brain Balance intro-start here

Three Sciences, Goethean Holistic Science, intro 2018

Since “holism” was coined in 1939, Second Order “hard” Science has been philosophically “at war” with holism; especially, holistic healing and Energy Medicine, of every kind.

A way out of this conflict exists.

It requires a slight paradigm shift: We use Three Sciences every day. Not one, not two–three.
Once we accept, live with, and begin to be creative with the shift, ‘Feeling is equally rational with Thinking,’ we begin imagining how an entire Order of Science (rational thought and experiment, hypothesis, experiment, result, new hypothesis) must exist in the individual and the subjective.

How we do many rational things interiorly, based on Feeling, is outside of Second Order Science, but NOT outside of science altogether.

Everything “hard” science objects to in holism and holistic health and healing is outside of Second Order Science. All methods, session, experiments and research in holistic healing, Energy Medicine, of every methods are within First Order Science, the science of the subjective, the science of healing and self-healing. Remaining ethical-moral aspects are in Third Order Science.

To assume Second Order Science defines all boundaries for all science–is where all the male arrogance comes from (also occasionally from women scientists thinking like males).
Where do find evidence for Three Sciences?

Parents of children inevitably use all three Sciences every day:
– Teaching my child the dangers of crossing the street with cars (Second Order Science, survival science),

– Providing nurturing experiences-opportunities for my child to develop self-esteem (First Order Science, science of the Inner Game of Life in terms of self-esteem and self-concept),

– Estimating if I bought enuf materials at CostCo to feed the entire family for the next seven days–or not. Deciding how to spend limited funds to meet the demands of all stakeholder in my family unit.

Show me a parent who does NOT make rational choices and experiments in all three areas. Can you?

Three Sciences exist. A holistic perspective always reveals this. Since 2014 we’ve been able to begin articulating it.

On the macro scale of mainstream culture, deliberate exercise of each science, in proportion to the others, is needed to keep a culture in balance.

A great deal of our cultural breakdown since 1995 has been ignoring how Science is far wider and deeper than Second Order materialistic consumer-industrial-electronic-genetic technology.

If one Order of Science gets too robust and hogs most attention and activity, the whole culture eventually spins out of control like a poorly loaded clothes washing machine on spin.

Hmm, funny. This sounds like what’s been happening in Western corporate-consumer-congressional-military culture since about 1960. How do these things sound together to your ear?

Cultures giving no effort to weighting all Three Sciences equally, giving each equal weight as values, are doomed to spin further and further out of control, until the civilization collapses.

If Three Sciences is our healthy direction forward, where will it take root and begin?

It might be in healthcare. Three Orders of Science has special significance to holistic health and Energy Medicine. The next paradigm of healing after only the rich can have good health care, can only come in the framework of Three Sciences, three equally valid value systems, all practical.

= = = =
Author, Health Intuitive, Bruce Dickson online:
http://www.Amazon.com/Bruce-Dickson-MSS/e/B007SNVG46
Holistic Brain Balance intro-start here
http://blog.GoetheanScience.net
https://Plus.Google.com/+BruceDickson-healing-toolbox