online Biography Course
The Sophia Institute online Biography Program includes several courses as specified below and leads the student through sequentially structured lessons that will help to process, help to heal and help to clarify the student's life story and at the same time introduce and deepen the understanding of Anthroposophical biography work. As part of the studies the student creates a beautiful online booklet/webpage that includes all the lessons, assignments, feedback and visual artwork to form a sort of chronicle of the student's life story and the deeper meaning of the biography. The booklet/webpage will be made available online via the student’s page/portal and will be available as a downloadable file.
This courses is of interest to anyone
who seeks an introduction to Anthroposophical biography work, wants to understand the basic ideas
and concepts of Anthroposophical biography work, wants to work on self-development through bringing consciousness to the riddles of our biography, work on healing, or to students who long to understand Anthroposophy and the significance of Rudolf
Steiner for our time.
The course also prepares the student to engage in biography group work or counseling. The courses consist of two parts. Firstly, several lessons reflect on and gather information concerning the student's biography in phases, and process and work on the biographical reality that emerges. Secondly, lessons and feedback, counseling and further study lead the student to a deepening and into a trans-formative phase ideally touching on the guiding principles and tasks of the individual and his/her biography. Each lesson includes presentations and study material from several sources including lectures by Rudolf Steiner, assignments, artistic work and tasks. Lesson 1: 0 - 7 Childhood/physical body/willing - Moon Lesson 2: 7 - 14 Grades school/childhood/etheric body/feeling - Mercury Lesson 3: 14 - 21 High school/college/etc./adolescence/astral body/thinking - Venus Lesson 4: 21 - 28 Sentient soul age - Sun Lesson 5: 28 - 35 Intellectual soul age - Sun Lesson 6: 35 - 42 Consciousness soul age - Sun Lesson 7: 42 - 49 Spirit self age/transformed astral body - Mars Lesson 8: 49 - 56 Life spirit age/transformed etheric body - Jupiter Lesson 9: 56 - 63 Spirit man age/transformed physical body - Saturn Lesson 10: 63 - old age/wisdom Lesson 11: Lunar Nodes Lesson 12: Summary and Conclusions |
D'où Venons Nous / Que Sommes Nous / Où Allons Nous Where Do We Come From? What Are We? Where Are We Going? is a painting by French artist Paul Gauguin. Gauguin inscribed the original French title in the upper left corner: D'où Venons Nous / Que Sommes Nous / Où Allons Nous. The inscription the artist wrote on his canvas has no question mark, no dash, and all words are capitalized. In the upper right corner he signed and dated the painting: P. Gauguin / 1897. The painting was created in Tahiti, and is in the Museum of Fine Arts in Boston, Massachusetts, USA. These three questions, ”Where Do We Come From? What Are We? Where Are We Going?" are perhaps of the most deepest nature possible and touch upon all the questions there are in the world of philosophy and psychology. Getting closer to answers to these questions is the purpose of the Sophia Institute Biography Course.
Recommended Reading
"The Veiled Pulse of Time" by William Bryant
"Phases" by Bernard Lievegoed "Theosophy" by Rudolf Steiner "Facing Karma" by Rudolf Steiner "Biographical Work: The Anthroposophical Basis" by Gudrun Burkhard "The First Three Years of The Child: Walking, Speaking, Thinking" by Karl König 
"Our biography is our most precious, intimate possession, yet how much do we really know about ourselves?" - William Bryant
Credits: 4
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All study materials will be made available online and via email.
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Sophia Institute online Biography Course
Introduction
"How much do we really know about ourselves?" as William Bryant puts it in his groundbreaking work "The Veiled Pulse of Time" is one of the main questions that we will encounter when turning to biography work.
This Biography course will help to get somewhat closer to this subject by lifting into our consciousness patterns and significant threads that can be revealed from the treasure chest that holds our biography as if someone (we ourselves?) has discarded a bunch of memories and thrown them into this chest and time has added some dust and made some of the pictures fade. One of the mysteries that we all encounter in our lives, even though we might not always be aware of it, is indeed our own biography. In our day to day life, we might pay little attention to this mystery, and only if dramatic events enter our life and cause us to stop and reflect, we may become aware of underlying currents or tendencies that reveal themselves to us upon examining our life. Using a diary or journal, or at least to reflect from time to time on our life, is an important practice in becoming more conscious of our biography. In this course, we try to turn to our life’s story in a particular way, trying to detect patterns and gain insights into our biography by looking at it through the lens of the seven year periods. While during the first three seven year periods obvious and significant changes occur at the transition from one into the next, as the change of teeth around age seven, and the entry into grade school at that time, or the onset of puberty around age fourteen, later in life we might not be so aware of these transitions, and we might need to make extra efforts in order to become conscious of these changes in ourselves and in our biography. Consider your biography and the 7 year rhythm drawing on your own experience and study. In the book “Phases” by Bernard Lievegoed, Lievegoed states: “The human biography is a symphony which each individual personally composes." While each person's path in life is a unique and individual 'work of art', the human being meets certain milestones - from the period of adolescence to old age - which are universal in nature. Regardless of background, critical outer and inner stages must be passed through. "Phases" describes each period of life - adolescence, the twenties, thirties, forties, etc. - and looks at the inner qualities and challenges that arise at each stage. The author argues that the various biological and psychological explanations of the human being are incomplete. If the inner self, the ego, of each individual is recognized and acknowledged, then the peculiarities of one's particular life-path and its challenges take on new meaning. Bernard Lievegoed - psychiatrist, educator and anthroposophist - brought half a century of clinical practice, studious observation and personal insight into the writing of the book "Phases." His overview of the course of human life and professional career, of male-female relationships, and the sometimes misleading picture of the human being presented by the various psychological schools of thought, has made this book essential reading for all those interested in attaining an insight into the mysteries of life. |
The 7 Year Phases
In Anthroposophical parlance we find the life phases structured and depicted in the following way. For those already familiar with some of the concepts and ideas of Anthroposophy, this division and description of the life phases will be easily recognized, for those less familiar with these concepts, it may serve as a guide that can be referred back to.
0 - 7 Childhood/physical body/willing 7 - 14 Grades school/childhood/etheric body/feeling 14 - 21 High school/college/etc./adolescence/astral body/thinking 21 - 28 Sentient soul age 28 - 35 Intellectual soul age 35 - 42 Consciousness soul age 42 - 49 Spirit self age/transformed astral body 49 - 56 Life spirit age/transformed etheric body 56 - 63 Spirit man age/transformed physical body 63 - Old age/wisdom |
Sophia Institute online Biography Course
Lesson 1
Phase: 0 - 7 Years
Childhood/Physical Body/Willing
“The most important thing we can give the growing person for his path through life is a sense of assurance, trust and security- the feeling of being welcome in this world of people through which he receives love and warmth. Assurance and trust come from a rhythmic life and from consistency in the child’s encounters; security comes from the warm love of his surroundings.” -Bernard Lievegoed
This phase of our life is usually the most unconscious but at the same time the most determining period for our later life. Attitudes and character traits, habits and patterns are being formed. Modern psychology agrees that the first years of our life determine much of our development as adults, with the first three years being of singular importance.
Karl König, the founder of the Camphill Movement, states in his book The First Three Years of The Child: Walking, Speaking, Thinking the following: that we all go through basic and archetypal steps in our development as little children. Typically at the end of our first year we learn how to become upright and to walk, at the end of the second year we learn to speak and finally on the basis of the language we have learned we start to think. This development is accompanied typically by the first time the child uses the word "I" for itself and often our memory reaches back to approximately this point in time.
Rudolf Steiner describes in Theosophy the following:
"In the course of his development as a child, there comes a moment in the life of a man when for the first time he feels himself to be an independent being distinct from all the rest of the world. For sensitive natures, it is a significant experience. The poet, Jean Paul, says in his autobiography, “I shall never forget the event that took place within me, hitherto narrated to no one and of which I can give place and time, when I stood present at the birth of my self-consciousness. As a small child I stood one morning at the door of the house looking towards the wood-pile on my left, when suddenly the inner vision, I am an I, came upon me like a flash of lightning from heaven and has remained shining ever since. In that moment my ego had seen itself for the first time and forever. Any deception of memory is hardly to be conceived as possible here, for no narrations by outsiders could have introduced additions to an occurrence that took place in the holy of holies of a human being, and of which the novelty alone gave permanence to such everyday surroundings.” It is known that little children say of themselves, 'Charles is good.' 'Mary wants to have this.' One feels it is to be right that they speak of themselves as if of others because they have not yet become conscious of their independent existence, and the consciousness of the self is not yet born in them.
Through self-consciousness man describes himself as an independent being separate from all others, as 'I.' In his 'I' he brings together all that he experiences as a being with body and soul. Body and soul are the carriers of the ego or 'I,' and in them it acts. Just as the physical body has its center in the brain, so has the soul its center in the ego. Man is aroused to sensations by impacts from without; feelings manifest themselves as effects of the outer world; the will relates itself to the outside world, realizing itself in external actions. The 'I' as the particular and essential being of man remains quite invisible. With excellent judgment, therefore, does Jean Paul call a man's recognition of his ego an 'occurrence taking place only in the veiled holy of holies of a human being,' for with his 'I' man is quite alone. This 'I' is the very man himself. That justifies him in regarding his ego as his true being. He may, therefore, describe his body and his soul as the sheaths or veils within which he lives, and he may describe them as bodily conditions through which he acts. In the course of his evolution he learns to regard these tools ever more as instruments of service to his ego. The little word 'I' is a name which differs from all others. Anyone who reflects in an appropriate manner on the nature of this name will find that in so doing an avenue opens itself to the understanding of the human being in the deeper sense. Any other name can be applied to its corresponding object by all men in the same way. Anybody can call a table, table, or a chair, chair. This is not so with the name 'I.' No one can use it in referring to another person. Each one can call only himself 'I.' Never can the name 'I' reach my ears from outside when it refers to me. Only from within, only through itself, can the soul refer to itself as 'I.' When man therefore says 'I' to himself, something begins to speak in him that has to do with none of the worlds from which the sheaths so far mentioned are taken. The 'I' becomes increasingly the ruler of body and soul."
These archetypal steps of development, uprightness and walking, speaking and thinking, and the moment when we for the first time use the word "I" for ourselves determine much of our later development. In a sense we can read in these developmental steps and in how and when we accomplish them our personality in all its facets and potential.
Reflecting back on this time in our life is essential in trying to gain an understanding of ourselves and our biography.
This phase of our life is usually the most unconscious but at the same time the most determining period for our later life. Attitudes and character traits, habits and patterns are being formed. Modern psychology agrees that the first years of our life determine much of our development as adults, with the first three years being of singular importance.
Karl König, the founder of the Camphill Movement, states in his book The First Three Years of The Child: Walking, Speaking, Thinking the following: that we all go through basic and archetypal steps in our development as little children. Typically at the end of our first year we learn how to become upright and to walk, at the end of the second year we learn to speak and finally on the basis of the language we have learned we start to think. This development is accompanied typically by the first time the child uses the word "I" for itself and often our memory reaches back to approximately this point in time.
Rudolf Steiner describes in Theosophy the following:
"In the course of his development as a child, there comes a moment in the life of a man when for the first time he feels himself to be an independent being distinct from all the rest of the world. For sensitive natures, it is a significant experience. The poet, Jean Paul, says in his autobiography, “I shall never forget the event that took place within me, hitherto narrated to no one and of which I can give place and time, when I stood present at the birth of my self-consciousness. As a small child I stood one morning at the door of the house looking towards the wood-pile on my left, when suddenly the inner vision, I am an I, came upon me like a flash of lightning from heaven and has remained shining ever since. In that moment my ego had seen itself for the first time and forever. Any deception of memory is hardly to be conceived as possible here, for no narrations by outsiders could have introduced additions to an occurrence that took place in the holy of holies of a human being, and of which the novelty alone gave permanence to such everyday surroundings.” It is known that little children say of themselves, 'Charles is good.' 'Mary wants to have this.' One feels it is to be right that they speak of themselves as if of others because they have not yet become conscious of their independent existence, and the consciousness of the self is not yet born in them.
Through self-consciousness man describes himself as an independent being separate from all others, as 'I.' In his 'I' he brings together all that he experiences as a being with body and soul. Body and soul are the carriers of the ego or 'I,' and in them it acts. Just as the physical body has its center in the brain, so has the soul its center in the ego. Man is aroused to sensations by impacts from without; feelings manifest themselves as effects of the outer world; the will relates itself to the outside world, realizing itself in external actions. The 'I' as the particular and essential being of man remains quite invisible. With excellent judgment, therefore, does Jean Paul call a man's recognition of his ego an 'occurrence taking place only in the veiled holy of holies of a human being,' for with his 'I' man is quite alone. This 'I' is the very man himself. That justifies him in regarding his ego as his true being. He may, therefore, describe his body and his soul as the sheaths or veils within which he lives, and he may describe them as bodily conditions through which he acts. In the course of his evolution he learns to regard these tools ever more as instruments of service to his ego. The little word 'I' is a name which differs from all others. Anyone who reflects in an appropriate manner on the nature of this name will find that in so doing an avenue opens itself to the understanding of the human being in the deeper sense. Any other name can be applied to its corresponding object by all men in the same way. Anybody can call a table, table, or a chair, chair. This is not so with the name 'I.' No one can use it in referring to another person. Each one can call only himself 'I.' Never can the name 'I' reach my ears from outside when it refers to me. Only from within, only through itself, can the soul refer to itself as 'I.' When man therefore says 'I' to himself, something begins to speak in him that has to do with none of the worlds from which the sheaths so far mentioned are taken. The 'I' becomes increasingly the ruler of body and soul."
These archetypal steps of development, uprightness and walking, speaking and thinking, and the moment when we for the first time use the word "I" for ourselves determine much of our later development. In a sense we can read in these developmental steps and in how and when we accomplish them our personality in all its facets and potential.
Reflecting back on this time in our life is essential in trying to gain an understanding of ourselves and our biography.
Tasks and Assignments for this Lesson
Reflect deeply on this 7 year period of your life. What were some of the significant events during this time? What were some of the significant experiences? Where were you? Where did you travel? Who were the important people that you encountered and were influenced by? What was your education like? Jobs and career? Important books or other artwork that left a lasting impression? Were there accidents or trials that changed the course of events? What ideas and ideals inspired you?
Attempt to do this reflection in a somewhat detached manner but with compassion and love - as if examining the life and biography of someone else.
Once you have arrived at an overview and awareness of significant aspects of this life phase, use the the form found below to record and send in your completed assignment for this lesson. Please complete tasks 1 through 4 as described below.
1. Create descriptions as follows. Please structure your descriptions in a threefold approach using the three categories below. The categories may be regarded as pertaining to the physical world, the soul world and the spirit world. The three categories are: Events, People and Ideas. In the Events section, please enter descriptions of the facts, events, occurrences, places, etc. The People section should include descriptions of people that were of importance or were influential during the period in question. Lastly the Ideas section is there to record important ideas and ideals that were of significance at different times in your life. Ideas and ideals that might have an influence on our development include those ideas and ideals that live in our environment. For instance, our childhood experiences might include living in a household where strong religious beliefs are present, or growing up in a society that is free and liberal. Other examples include ideas and ideals that we have discovered in ourselves or found through other people, books, the media, etc. and that we might have made our own, like social justice, or “the survival of the fittest”, charity and empathy, freedom of the individual, moral convictions, equality, Anthroposophy, spontaneity, artistic expression, sports, etc. Please enter the descriptions in the form below.
2. In addition to the descriptions pertaining to this phase, create a short summary that best describes the essential aspects of this life phase.
3. Create a motto or sentence that best describes this life phase.
4. Create artwork that relates to this period/phase in your life.
Attempt to do this reflection in a somewhat detached manner but with compassion and love - as if examining the life and biography of someone else.
Once you have arrived at an overview and awareness of significant aspects of this life phase, use the the form found below to record and send in your completed assignment for this lesson. Please complete tasks 1 through 4 as described below.
1. Create descriptions as follows. Please structure your descriptions in a threefold approach using the three categories below. The categories may be regarded as pertaining to the physical world, the soul world and the spirit world. The three categories are: Events, People and Ideas. In the Events section, please enter descriptions of the facts, events, occurrences, places, etc. The People section should include descriptions of people that were of importance or were influential during the period in question. Lastly the Ideas section is there to record important ideas and ideals that were of significance at different times in your life. Ideas and ideals that might have an influence on our development include those ideas and ideals that live in our environment. For instance, our childhood experiences might include living in a household where strong religious beliefs are present, or growing up in a society that is free and liberal. Other examples include ideas and ideals that we have discovered in ourselves or found through other people, books, the media, etc. and that we might have made our own, like social justice, or “the survival of the fittest”, charity and empathy, freedom of the individual, moral convictions, equality, Anthroposophy, spontaneity, artistic expression, sports, etc. Please enter the descriptions in the form below.
2. In addition to the descriptions pertaining to this phase, create a short summary that best describes the essential aspects of this life phase.
3. Create a motto or sentence that best describes this life phase.
4. Create artwork that relates to this period/phase in your life.
Please send your completed assignment via the online form.