EDUCATION HEALTH FOR LIFE

GLOCKLER, Michaela, LANGH, Stefan and WEICHERT, Christof : EDUCATION HEALTH FOR LIFE, published by the medical pedagogical section of the Goetheanum, Switzerland 2006.

From Ch 1
EDUCATION- A Pathway of "Silent" Healing -pges 22,23

LAWS OF DESTINY IN EDUCATION AND BIOGRAPHICAL DEVELOPMENT

This presentation aims to awaken an interest in these insights and encourage self-development. Some of the ideas described here might seem far-fetched, but it is inspiring to contemplate their potential, to consider orientating our educational methods toward them and observing the child to see if he finds his own destiny path. In his lectures on education Rudolf Steiner gave numerous examples of such connections between educational influences and medical disposition in later life. The following health relationships are from publications of Klaus Rittersbacher, who has worked through the education lectures of Steiner in regard to this theme:

EDUCATIONAL INFLUENCE
experiencing joy, love, happiness
IMPLICATIONS IN LATER LIFE
Physical body stays supple and flexible longer; the person finds it easy to relate to people and environment
being astonished and full of admiration
Love towards the world
finding life beautiful, being able to accept things out of a love for authority
Underlying feeling of contentment in life, ability to get something out of life
education towards interest in the world
Growing interest in other people
learning from life
Inner stability in life
Undisturbed imitation
Free and open exchange with the environment, open character
independant search for truth
Courage and initiative
taking in religious images, a religious mood
Tendency towards tolerance and philanthropy
learning to pray during childhood
Ability to bless in later life
how one learns to play
How one stands in life and deals with what life brings
getting to know and love the plant world
Tendency to living flexible concepts
getting to know and love the animal world
Strengthening of will
being attracted to the mysteries of the world, contemplating questions
A healthy attitude to power and eroticism

a materialistic education
Decreasing interest in the world
taking in mathematical laws without involving the feeling life
Tendency towards materialism
education towards a critical and skeptical attitude to life (lack of idealism) abstract grammar teaching
Disposition towards functional gastro-enteropathy
absence of loved authority
Disposition towards life crisis, not having the strength to help oneself
excessive intellectual and mental demands during first school years
Tendency to sclerosis and premature degeneration of the nervous system
learning to criticize and judge too early
Tendency to unkindness and harsh judgments
inartistic, one-sidedly intellectual teaching
Disposition towards arrhythmia, especially an over-emphasis on the in-breath, disturbed respiratory rhythm with corresponding tendency towards chest tightness and asthmatic complaints
superficial 'quickly picked up' knowledge
Tendency to premature aging in the soul realm, as there are no deeper experiences left to work through.

For further discussion and insight to Steiner's 12 senses
check the links below-
TEACHING THROUGH THE SENSES
CRIME TO THE SOUL/SENSE DEPRIVATION
CRIMES TO THE SOUL/SENSE OVERLOAD
WIKI EXTRACT discussion senses and intelligences