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Now what kind of approach by the reader did THE PHILOSOPHY OF SPIRITUAL ACTIVITY count on? It had to assume a special way of reading. It expected the reader, as he read, to undergo the sort of inner experience that, in an external sense, is really just waking up out of sleep in the morning. The feeling one should have about it is such as to make one say, "My relationship to the world in passive thoughts was, on a higher level, that of a person who lies asleep. Now I am waking up." It is like knowing, at the moment of awakening, that one has been lying passively in bed, letting nature have her way with one's body. But then one begins to be inwardly active. One relates one's senses actively to what is going on in the color permeated, sounding world about one. One links one's own bodily activity to one's intentions. The reader of The Philosophy of Spiritual Activity should experience something very like this waking moment of transition from passivity to activity, though of course on a higher level. He should be able to say, "Yes, I have certainly thought thoughts before. But my thinking took the form of just letting thoughts flow and carry me along. Now, little by little, I am beginning to be inwardly active in them." - from Rudolf Steiner's AWAKENING TO COMMUNITY

In recent years a chasm has opened between many of our leaders and those who work for them.We have witnessed the sacrifices of airline workers and the unconscionable compensation of top executives, the ideals of Olympic Games and the conduct of certain committee members, the sacrament of religion and the priests who abused the sanctity of the human body, the needed services of United Way and their extravagant executive "perks," and the hopes of fairness through democracy versus the presidential election of 2000.The values of hard work, inalienable rights, fairness and public service held by most Americans is often lacking in our leaders. An ethical chasm has opened up in our midst, and unless we do something, our future will fall victim to our inadequacies. Our standing in the world in years to come will depend less on our military might, and more on our moral strength.We need to begin a united search for ethical leadership. Taking Torin's journey of discovery with him, we examine the roots of this loss of ethical leadership, and we begin to see a way out of this situation by applying the spiritual principles of Rudolf Steiner's anthroposophy. The Search for Ethical Leadership is grounded in practical tools that offer us real hope for the future of ethical leadership.

Outline of the processes of cosmic evolution, including detailed exercises for attaining higher conscious states.

This edition brings together an ordered sequence of statements by Steiner on the development of higher, suprasensory knowing -- imagination, inspiration, and intuition. Ten chapters take the reader from the idea of inner development, through the cultural and evolutioary need for higher knowing, to examples of the practices and inner gestures this work requires. Steiner unfolds the necessary steps and stages, always insisting on the free, individual, and cognitive character of anthroposophic spiritual research.

15 discussions with teachers of the Stuttgart Waldorf School, Aug. 21 - Sept. 6, 1919; 3 lectures on the curriculum, Sept. 6, 1919 (CW 295)"In spiritual science we divide the human being into 'I'-being, astral body, etheric body, and physical body. In an ideal human being, the harmony predestined by the cosmic plan would naturally predominate among these four human principles. But in reality, this is not so with any individual. Thus, it can be seen that the human being, when given over to the physical plane, is not yet really complete; education and teaching, however, should serve to make the human being complete. One of the four elements rules in each child, and education and teaching must harmonize these four principles." -- Rudolf SteinerFor two weeks, prior to the opening of the first Waldorf school in Stuttgart, Rudolf Steiner intensively prepared the individuals he had chosen to become the first Waldorf teachers. At 9:00 a.m. each day, he gave the course now translated as Foundations of Human Experience; at 11:00 a.m., Practical Advice to Teachers; and then, after lunch, from 3:00 p.m. to 6:00 p.m., he held the informal "discussions" published in this book.The tone is spontaneous and relaxed. Steiner does not prescribe specific methods but introduces topics and situations, offering guidelines and allocating practical assignments that are taken up and discussed in the next session. The discussions are filled with insights and suggestions in many different areas of teaching--history, geography, botany, zoology, form drawing, mathematics, and more.Speech exercises are included. This edition also includes, for the first time in English, three important lectures on the curriculum, given the day just before the school opened.These fifteen discussions constitute an essential part of the basic training material for Waldorf teachers.Discussions with Teachers is a translation from German of Erziehungskunst. Seminarbesprechungen und Lehrplanvorträge (vol. 295 in the Bibliographical Survey, published by Rudolf Steiner Verlag, Dornach, Switzerland, 1961).