Sophia Institute online Waldorf Certificate Program
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Anthroposophy in Everyday Life
Practical Training in Thought
Lesson 1.1.

Study Material for Course 1 Lesson 1

Lecture I of Anthroposophy in Everyday Life. Practical Training in Thought. A lecture by Rudolf Steiner given in Karlsruhe, Germany on January 18, 1909
Please study the following section of the lecture, then turn to the tasks and assignments listed below.

It may seem strange that an anthroposophist should feel called upon to speak about practical training in thought, for there is a widespread opinion that Anthroposophy is highly impractical and has no connection with life. This view can only arise among those who see things superficially, for in reality what we are concerned with here can guide us in the most ordinary affairs of everyday life. It is something that can be transformed at any moment into sensation and feeling, enabling us to meet life with assurance and to acquire a firm position in it.

Many people who call themselves practical imagine that their actions are guided by the most practical principles. But if we inquire more closely, it is found that their so-called “practical thought” is often not thought at all but only the continuing pursuit of traditional opinions and habits. An entirely objective observation of the “practical” man's thought and an examination of what is usually termed “practical thinking” will reveal the fact that it generally contains little that can be called practical. What to them is known as practical thought or thinking consists in following the example of some authority whose ideas are accepted as a standard in the construction of some object. Anyone who thinks differently is considered impractical because this thought does not coincide with traditional ideas.

Whenever anything really practical has been invented, it has been done by a person without practical knowledge of that particular subject. Take, for instance, the modern postage stamp. It would be most natural to assume that it was invented by some practical post office official. It was not. At the beginning of the last century it was a complicated affair to mail a letter. In order to dispatch a letter one had to go to the nearest receiving office where various books had to be referred to and many other formalities complied with. The uniform rate of postage known today is hardly sixty years old, and our present postage stamp that makes this possible was not invented by a practical postal employee at all but by someone completely outside the post office. This was the Englishman, Rowland Hill.

After the uniform system of postage stamps had been devised, the English minister who then had charge of the mails declared in Parliament that one could not assume any simplification of the system would increase the volume of mail as the impractical Hill anticipated. Even if it did, the London post office would be entirely inadequate to handle the increased volume. It never occurred to this highly “practical” individual that the post office must be fitted to the amount of business, not the business to the size of the post office. Indeed, in the shortest possible time this idea, which an “impractical” man had to defend against a “practical” authority, became a fact. Today, stamps are used everywhere as a matter of course for sending letters.

It was similar with the railroads. When in 1837 the first railroad in Germany was to be built, the members of the Bavarian College of Medicine were consulted on the advisability of the project and they voiced the opinion that it would be unwise to build railroads. They added that if this project were to be carried out, then at least a high board fence would have to be erected on both sides of the line to protect the public from possible brain and nervous shock.

When the railroad from Potsdam to Berlin was planned, Postmaster General Stengler said, “I am now dispatching two stage coaches daily to Potsdam and these are never full. If people are determined to throw their money out the window, they can do it much more simply without building a railroad!”

But the real facts of life often sweep aside the “practical,” that is to say, those who believe in their own ability to be practical. We must clearly distinguish between genuine thinking and so-called “practical thinking” that is merely reasoning in traditional ruts of thought.

As a starting point to our consideration I will tell you of an experience I had during my student days. A young colleague once came to me glowing with the joy of one who has just hit upon a really clever idea, and announced that he must go at once to see Professor X (who at the time taught machine construction at the University) for he had just made a great discovery. “I have discovered,” he said, “how, with a small amount of steam power and by simply rearranging the machinery, an enormous amount of work can be done by one machine.” He was in such a rush to see the Professor that that was all he could tell me. He failed to find him, however, so he returned and explained the whole matter to me. It all smacked of perpetual motion, but after all, why shouldn't even that be possible? After I had listened to his explanation I had to tell him that although his plan undoubtedly appeared to be cleverly thought out, it was a case that might be compared in practice with that of a person who, on boarding a railway car, pushes with all his might and then believes when it moves that he has actually started it. “That,” I said to him, “is the thought principle underlying your discovery.” Finally, he saw it himself and did not return to the Professor.

It is thus quite possible to shut ourselves up within a shell fashioned by our own thoughts. In rare cases this can be observed distinctly, but there are many similar examples in life that do not always reach such a striking extreme as the one just cited. He who is able to study human nature more intimately, however, knows that a large number of thought processes are of this kind. He often sees, we might say, people standing in the car pushing it from within and believing that they are making it move. Many of the events of life would take a different course if people did not so often try to solve their problems by thus deluding themselves.

(Part 1. Practical Training in Thought. A lecture by Rudolf Steiner given in Karlsruhe, Germany on January 18, 1909)

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Course Outline

Course AEL1: Practical Training in Thought
Lesson 1: Introduction. Practical Thinking. Unpractical Thinking.
Lesson 2: Right Attitude and Proper Feeling for Thinking.
Lesson 3: Real Practice of Thought. Practical Exercises in Thinking I.
Lesson 4: Thinking through Observation.
Lesson 5: Practical Exercises in Thinking II.
Lesson 6: Practical Exercises in Thinking III. Example of a Practical Thinker.
Lesson 7: Practical Exercises in Thinking IV. Focused Thinking.
Lesson 8: Practical Exercises in Thinking V. Painting the Mental Picture.
Lesson 9: Practical Exercises in Thinking VI and VII. Arriving at Conclusions.
Lesson 10: Conclusions and Observations. How Thinking Changes.

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Tasks and Assignments for Lesson 1.1.

The section of the lecture presented here introduces the study subject pointing out some examples of unpractical thinking thought of as practical thinking.

Steiner poses in this introduction to the theme in for him unusually strong language a critique of what passes "normally" as practical thinking. He states that so-called “practical thought” is often not thought at all but only the continuing pursuit of traditional opinions and habits. This is indeed an extremely interesting challenge to all of us. Are we actually thinking when we think we think, or are we only pursuing opinions and habits. And who can judge our thinking but we ourselves?

So - Steiner really challenges not only thinking in general but our own thinking in particular. This is not surprising, as much of the teaching of Anthroposophy is of course about self development including developing (and changing?) the way we are accustomed to think.

The lecture presented here - and subsequently this course - includes answers to the question on how to do just that: to change and develop our thinking.

This first lesson comprises basically two tasks. Firstly to study the text, perhaps repeatedly over several days, and secondly to work with and answer the question given below.

Please consider this section of the text and write down your thoughts and feelings concerning this introduction by answering the following question.

Do you see such unpractical thinking (as described in the text) somewhere today? Give examples and your own comments.