Course: Life Phases
This courses offers an introduction to Anthroposophical world view in relation to the human being's biography and life phases. The course is based primarily on the work of Bernard Lievegoed, and others who have contributed to the understanding of child development and human development in the context of Anthroposophy. Bernardus Cornelis Johannes Lievegoed (1905 - 1992) was a Dutch medical doctor, psychiatrist and author. He is most famous for establishing a theory of organizational development. He founded the N.P.I., or Netherlands Pedagogical Institute, which works with organizations and individuals to help these realize their economic, social and cultural goals. Bernard Lievegoed was born in Medan, Sumatra (then the Dutch East Indies) in 1905. At nine, his family moved for three years to Rotterdam in the Netherlands. From 1917-22, Lievegoed attended high school in Java. In 1924, he began a study of medicine in Groningen, taking a doctorate in 1928. In this same year he first became aware of anthroposophical remedial education; this encounter was to play a large role in his further development. In 1930 he completed the medical degree in Amsterdam and became a general practitioner in Bosch in Duin (near Zeist). In 1931 Lievegoed founded the Zonnehuis, a home for children with disabilities, in Bosch in Duin. The Zonnehuis was later relocated to Zeist and, in the course of its expansion its name was changed to the Zonnehuizen Veldheim Steinia te Zeist. Lievegoed was the director of this institution from its founding until 1954. In 1932 Lievegoed helped to found the Vrije School (free Waldorf school) of Zeist. In 1939 he did a higher doctorate (promotion) with a thesis about the therapeutic use of music. In 1946 he published the first of a number of books, Ontwikkelingsfasen van het kind; this was translated into eight languages and appeared in English as Phases of Childhood. From 1948-1953 Lievegoed was a consultant for assistance to uneducated working-class children. During this time he published Planetenwirken und Lebensprozesse in Mensch und Erde (Planetary Influences and Life Processes in the Human Being and the Earth). In 1952 he cofounded the Vrij Geestesleven publishing house, oriented towards publishing works related to spiritual science. He became a member of the national commission on technical high schools; he served in this capacity until 1962. In 1954 he founded the institution that became his life-work, the NPI. The original name, the Dutch Pedagogic Institute for Economics, was later changed to NPI: Institute for Organizational Development. He led this institute (in Zeist) for the next 17 years publishing The Developing Organisation in 1969 (published in English by Tavistock in 1973) with colleagues in the firm, notably Hans von Sasson, arguably the first influential European book on organisation development. In 1955 he became extraordinary professor for social pedagogy at the Dutch Economic College (now Erasmus University in Rotterdam. In 1961 he helped to found a new technical college in Twente (now Twente University), which opened in 1964. Here he served as professor of social economics and Dean of the Economics Department until 1973. During this time he supported the work of the Kind en Instrument Foundation, out of which the international Choroi instrument-making workshops arose, and founded an association for therapeutic educators. Between 1968 and 1976 Lievegoed was chair of a governmental commission on education that was given the task of transforming the educational system in the Netherlands. During this time he published a number of works (titles are given in approximate English translation): Organizational Development, Social Structures in Therapeutic Education, The Spiritual Impulse behind the Movement for Therapeutic Education, Towards the 21st Century and, together with his wife Nel Lievegoed-Schatborn, Aspects of Therapeutic Education. In 1971 he founded an independent university, the Vrije Hogeschool, in Driebergen. He was Dean of the University for the next eleven years. In 1973 he left Erasmus University to cofound and become the managing director of the Vrije Pedagogisch Akademie, now Hogeschool Helicon (Helicon College). Over the next years, he published several more books: Phases (De levensloop van de mens, translated into eleven languages), Mystery Streams in Europe and the New Mysteries, and Organic Architecture. He joined the governmental commission on alternative medicine (1977–1981). In 1983 Lievegoed published a play (De wadlopers, The Marsh-Flats) and another book, Man on the Threshold: Possibilities and Problems of Inner Development. He received the Gouden Ganzenveer honoring his cultural contributions; the report cited his complete works as the basis for the prize. Further publications: Contemplations on the Foundation Stone (1987), About Cultural Institutions (1988), Through the Eye of the Needle (1991) and About the Salvation of the Soul (published posthumously in 1993). Lievegoed died on 12 December 1992 in Zeist.
|
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 
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 |
"Our biography is our most precious, intimate possession, yet how much do we really know about ourselves?"
- William Bryant 
|
Waldorf Certificate Program
Course: Life Phases
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 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 the human being's 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 biography and life phases in a particular way, trying to detect patterns and gain insights concerning 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 the book “Phases” by Bernard Lievegoed, Lievegood 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 |
Course: Life Phases
Tasks and Assignments for this Lesson
Reflect deeply on this 7 year period in the following way: Either take your own life and experiences as an example, or focus on someone else you know (for instance a relative) or conduct research concerning a historical figure and his or her biography (for instance Rudolf Steiner or Eleanor Roosevelt).
Attempt to do this reflection in a somewhat detached manner but with compassion and love. What were some of the typical, significant events during this phase? What were some of the typical, significant experiences? Where were you or the person in question? Where did you or the person in question travel? Who were the important people that you or the person in question encountered and were influenced by? What was your or the person in question's 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? Once you have arrived at an overview and awareness of significant aspects of this life phase, use the submission form to send in your completed assignment for this lesson. Please send your completed assignment via the online form or via email. |
|
Life Phases 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.