Educating the Etheric Body
Master Waldorf teacher, Douglas Gabriel, unfolds a comprehensive curriculum for wisdom children of all ages.
The mysterious and often hidden nature of the ethers are revealed in this one-of-a-kind manuscript. Douglas Gabriel brilliantly presents a Theory of Everything that encompasses a wide variety of spiritual teachings from ancient Indian sacred beliefs to classical Greek philosophies, from the voice of ancient gods to modern scientific theories.
The ethers were called the tattvas in the Hindu pranayama teachings, quintessence in Aristotle’s scientific philosophies, the ether by Newton, and the luminiferous ether by Einstein. These seemingly magical ethers are the component parts of creation that exist as the foundation of all space and are the eternal mechanisms that create life.
To truly see the ethers as a comprehensive theory that explains creation, destruction, and rebirth requires insight and spiritual scientific imagination that can create new icons that embody these fundamental forces that create the miracle of life.
At the heart of Rudolf Steiner’s Waldorf curriculum is the belief that a child from age seven to fourteen recapitulates the intellectual and cultural development that humanity as a whole passes through over time. Until now, the exact scheme of how the Waldorf literature curriculum, grades one through eight, follow the model of collective humanity’s evolution was not clear, even though the effectiveness of the curriculum could be observed.
After three decades of being a Waldorf teacher and teacher trainer, the author discovered a comprehensive and practical scheme of ontogeny recapitulating phylogeny while drawing the standard charts and diagrams that formerly had been used in attempts to explain this foundational concept of Rudolf Steiner’s pedagogy.
It became quite clear that since we teach the “etheric body” of the child from grades one to eight, teachers need to understand what the etheric body is and what it is composed of, and why the curriculum’s literature and cultural studies needed to be presented in a specific order that is not historically chronological.