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 7
Phase: 42 - 49 Years
Spirit Self Age/Transformed Astral Body
During the Spirit Self Age our task is to work on the transformation of our astral body, and in a certain sense this period is a reflection or a counter experience of the Astral Body Age from 14 - 21.
We experience at the same time new creativity but also a decline in vitality.
While in the Sentient Soul Age our main focus was the outer world and our testing and experiencing this outer world, and also shaping it, we are now asked to do the same, but inwardly. Our soul needs to be worked on, and this work needs to happen with a consciousness which we did not have available up to now, but is becoming more and more available during this time.
In this cycle from forty-two until forty-nine a major change usually takes place. It is as if one takes all of one’s life experience up till this age and begins to digest it, and extract from it new ideals and a new direction in life. There is often tremendous unrest in this period and that following it. The unlived aspects of life cry out to be recognized and allowed. The desire to make a mark in life if it has not already been achieved presses for action here.
Also, the emotional age and the maturing of love may at last show signs of an unconditional love. If this is not appearing in small degree, it might be one is still locked in earlier ages. Strangely, many of us maintain the emotional age of a child right into mature years, feeling all the fear of abandonment, jealousy and possessiveness of our childhood. Many divorces and new directions appear around this period.
In these years we move from old stereotypical roles with a new found confidence in our individuality. We are prepared to please our self, rather than society and gain a real understanding of our uniqueness, accompanied by a sense of urgency to express our true self before it gets too late.
We experience at the same time new creativity but also a decline in vitality.
While in the Sentient Soul Age our main focus was the outer world and our testing and experiencing this outer world, and also shaping it, we are now asked to do the same, but inwardly. Our soul needs to be worked on, and this work needs to happen with a consciousness which we did not have available up to now, but is becoming more and more available during this time.
In this cycle from forty-two until forty-nine a major change usually takes place. It is as if one takes all of one’s life experience up till this age and begins to digest it, and extract from it new ideals and a new direction in life. There is often tremendous unrest in this period and that following it. The unlived aspects of life cry out to be recognized and allowed. The desire to make a mark in life if it has not already been achieved presses for action here.
Also, the emotional age and the maturing of love may at last show signs of an unconditional love. If this is not appearing in small degree, it might be one is still locked in earlier ages. Strangely, many of us maintain the emotional age of a child right into mature years, feeling all the fear of abandonment, jealousy and possessiveness of our childhood. Many divorces and new directions appear around this period.
In these years we move from old stereotypical roles with a new found confidence in our individuality. We are prepared to please our self, rather than society and gain a real understanding of our uniqueness, accompanied by a sense of urgency to express our true self before it gets too late.
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/Template 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/Template 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.
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Please send your completed assignment via the online form or via email.