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1

Paul Scheerbarts Das Perpetuum mobile. Die Geschichte einer Erfindung (1910) und Rudolf Steiners Anthroposophie

100%

Małyszek T.

Orbis Linguarum

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2018

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issue 51

599-615

EN

„The Perpetual Motion Machine. The Story of An Invention (1910) by Paul Scheerbart And the Anthroposophy Developed by Rudolf Steiner” The article under the title „The Perpetual Motion Machine. The Story of An Invention (1910) by Paul Scheerbart And the Anthroposophy Developed by Rudolf Steiner” deals with the title blend of diary, digression and reverie. The author shows its potential and real connections with the leading thoughts developed by Rudolf Steiner, especially the ideas about the technological progress from different anthroposophical texts. The work by Scheerbart is described not as a document of the technical activity of the author, but as an expression of the spirit of the mechanics that was trendy not only among the supporters of the anthroposophy but also in the large segments of intellectuals. Steiner used to perceive Scheerbart and Wedekind in the context of the metempsychosis of their souls. Scheerbart placed his story about the Perpetual Motion Machine in the context of cosmological relations that are typical for Steiner and Fechner. The article refers to such works by Gustav Theodor Fechners as The Little Book Of Life After Death (1836) that is devoted to natural philosophy, psychophysics and the thoughts about the technics from the works of Steiner Practical Training In Thought (1909) and The Philosophy of Freedom (1894). The Perpetual Motion Machine is one of the ideas in these texts. In conjunction with Steiner Scheerbart can overcome the pessimism of the future that is described by Schopenhauer. The article shows Scheerbart not (only) as a supporter of the anthroposophy but (also) as a moral fantast. His cosmological thoughts are full of irony. That’s why Scheerbart can be considered a original visionary writer with tendency to cosmological and anthroposophical thoughts and not a visionary with pretensions to be understood as a part of any external system of ideas.

2

Rudolf Steiner o wolności człowieka

100%

Baranowska M., Fiktus P.

Kultura i Edukacja

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2017

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issue 3(117)

29-42

EN

The purpose of the article was the analysis of two topics: the freedom and new society in Steiner’s philosophy. Steiner in The Philosophy of Freedom postulates that the world is essentially an indivisible unity. He suggests, that freedom can only be approached gradually with the aid of the creative activity of thinking. The ability to think and act independently is a possibility for modern consciousness. The process of free action also includes the liberation from given (unreflected) natural driver, instincts and the commands of reason or authorities. The free action, are those for which we are fully conscious of the motive. He concludes, that freedom is the spiritual activity of penetrating with consciousness our own nature. The most striking feature of Anthroposophy will be deemed, at first sight, to be the cultivation of the soul’s inward life and the opening of the eyes to a spiritual world. But these doctrines are the foes of real life. The best situation would result if one would give people free way. He has the trust that they would find their direction themselves.

3

Pedagogika osłaniająca. O filozoficznych przesłankach praktyki pedagogicznej przedszkola waldorfskiego

100%

Więckowska K.

Kwartalnik Pedagogiczny

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2017

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vol. 62(1 (243))

133-148

PL

The aim of the article is to present the philosophical reasons of the pedagogical practice of Waldorf kindergartens that result from the anthroposophical anthropology of Rudolf Steiner. The author focuses on the notion of ‘envelope’ in Waldorf education. The metaphor of a protecting envelope is described in the context of space and time of Waldorf kindergarten and relationships between educator and a child. Those relationships – in the light of anthroposophical conception of human fate – are based on the trust brought by the child from the spiritual world. This trust appears by the child’s capacity to imitate. The author gives examples of pedagogical activities which help to protect and cultivate this child’s inner capacity by the envelopes of warmth, action, rhythm and word.

4

Wolna szkoła waldorfska. Wokół różnic światopoglądowych i dydaktyczno-metodycznych

86%

Stach-Hejosz M.

Forum Teologiczne

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2013

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vol. 14

167-181

EN

The first Waldorf school was founded by Rudolf Steiner in 1919 in Stuttgart for the children of employees of the Waldorf-Astoria factory. The anthroposophical doctrine created by Rudolf Steiner, which originated on the basis of theosophical thought of a known occultist Helena Bławacka, constitutes the school’s worldview basis. The anthroposophical concept of man and the world, accepted by Waldorf education, determines its work methods. Hence, in younger classes the appropriately chosen fables, fairy tales and legends are used, which provide preparation for the future thought and judgments of youth. The most important subject, often called “the school’s heart” is eurhythmy. It is a specific art of movement, gesture, sign and symbol, which enables pupils to achieve the harmony of body and soul in aesthetic and musical experience. It is called sacred, initiatory art by the anthroposophers themselves. The fact that the fundamental basis for the Waldorf school is anthroposophy accepting reincarnation, self-salvation, and Satan as a good deity, and Jesus Christ as a sun deity, makes it impossible to align with Christianity.

5

Babilońskie zaklęcie przeciw bólowi zęba

86%

Wiktor Matysiak B.

Forum Teologiczne

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2013

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vol. 14

183-189

EN

The first Waldorf school was founded by Rudolf Steiner in 1919 in Stuttgart for the children of employees of the Waldorf-Astoria factory. The anthroposophical doctrine created by Rudolf Steiner, which originated on the basis of theosophical thought of a known occultist Helena Bławacka, constitutes the school’s worldview basis. The anthroposophical concept of man and the world, accepted by Waldorf education, determines its work methods. Hence, in younger classes the appropriately chosen fables, fairy tales and legends are used, which provide preparation for the future thought and judgments of youth. The most important subject, often called “the school’s heart” is eurhythmy. It is a specific art of movement, gesture, sign and symbol, which enables pupils to achieve the harmony of body and soul in aesthetic and musical experience. It is called sacred, initiatory art by the anthroposophers themselves. The fact that the fundamental basis for the Waldorf school is anthroposophy accepting reincarnation, self-salvation, and Satan as a good deity, and Jesus Christ as a sun deity, makes it impossible to align with Christianity.

6

Źródła „duchowości” New Age

86%

Kogut J.

Dydaktyka Polonistyczna

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2018

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issue 4 (13)

115-129

EN

New Age is a multidimensional and complex phenomenon, almost amorphous, escaping the traditional conceptual formulas. And although numerous publications and studies on New Age are still being developed, it is not easy to describe this movement. Let us, therefore, reach to the sources from which its inspirations have been drawn and through their analysis, let us try to approach the spiritual plane on which New Age views have been built. Let us look a little closer to its original matrix, namely the esoteric and theosophic traditions disseminated in the eighteenth and nineteenth centuries in European intellectual circles, secret knowledge, known as gnosis, and also turn to ancient pagan beliefs and magical rituals, towards shamanism. Perhaps in their message we will succeed to understand the broadly understood New Age “spirituality”.

7

Boris Juchananow, czyli teatralna wieża Babel

86%

Osińską K.

Didaskalia. Gazeta Teatralna

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2021

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issue 166

119-156

EN

This article attempts to interpret the theatre work and pedagogical practices of Boris Yukhananov (b. 1957), the Artistic Director of the Stanislavsky Electrotheatre in Moscow. A closer look at Yukhananov’s ideas, the concepts he uses, the historical context in which he began his work and the sources of his inspiration leads to the conclusion that the artist’s aim is to depart from textual interpretation in theatre. Downplaying the importance of authorship does not mean lack of style. The postmodern aesthetics of his performances is balanced by references to esoteric religious-philosophical strands, such as anthroposophy and Kabbalah. The confusion of languages and ideas found in the director’s work is explained in the article by means of the metaphor of the Tower of Babel as interpreted by Jacques Derrida (developed by the Polish philosopher Adam Lipszyc).

8

Światopogląd Johanna Wolfganga Goethego i antropozofia Rudolfa Steinera

72%

SAŁDAN S.

Edukacja Muzyczna

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2014

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issue 9

149–158

EN

The communicate presents the worldview on the art, including the music of the famous German poet and philosopher of the turn of 18th/19th century, Johannes Wolfgang Goethe and the aesthetic views of Rudolf Steiner (1861–1925).

PL

W artykule przedstawiony został światopogląd na sztukę, w tym na muzykę, słynnego niemiec- kiego poety i filozofa przełomu XVIII/XIX wieku Johannesa Wolfganga Goethego oraz poglądy estetyczne Rudolfa Steinera (1861–1925).

9

The Occultist Background of Bolshevism

72%

Stanisławczyk B.

Polish Journal of Political Science

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2023

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vol. 9

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issue 3

50-59

EN

The revolution in Russia was not conceived among workers and peasants, as it has been accepted in popular historiography. It was a project with intelligentsia roots and an esoteric background. The aim of the article is to show the long occultist path that led to Bolshevism and communism, whose origins date back to the times of Peter I and his reforms, carried out in the spirit of Western Gnosticism with the help of secret societies. In the 19th century Russia was captured by an occult frenzy, which combined various currents of thought and made the society treat the revolution as a mystical action leading to the construction of a new world. The issue we deal with in the article covers a wide range of interrelated social, political and cultural phenomena over the three hundred years of Russian history, for which the international context is extremely important. For obvious reasons, we do not aspire to exhaust the subject. The text is intended to draw attention to the actual profound causes for the origination of Bolshevism and communism, creating a scientific basis for a study that will be soon brought out in the book form.

10

Proces – co nowego?

58%

Musiał Ł.

Przegląd Humanistyczny

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2016

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vol. 60(4 (455))

83-94

PL

In the first part, the article discusses selected aspects of the history of the first Polish translation of F. Kafka’s novel The Trial, and indicates that numerous and significant changes were introduced into it anonymously, starting from the first post-war issue in 1957. The author claims that in fact we are not dealing with one and the same translation, but a translation palimpsest. The second part of the article presents the interpretation of The Trial which states that while writing his novel Kafka considerably referred to the anthroposophical ideas included in the book How to Know Higher Worlds by Rudolf Steiner, then regarding that it analyzes The Trial as a variant of a folktale (a mythical story) about a hero based on the findings of Vladimir Propp (Morphology of the Folktale) and Joseph Campbell (The Hero with Thousand Faces).

11

Wolność – równość – braterstwo, czyli koncepcja społeczeństwa trójczłonowego Rudolfa Steinera

58%

Baranowska M.

Archiwum Filozofii Prawa i Filozofii Społecznej

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2023

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vol. 34

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issue 1

5-17

EN

The research objective of the article is to present Rudolf Steiner’s concept of threefold society, as well as to attempt to indicate whether the ideas he raised have a place in the contemporary discourse in social and political philosophy. The research questions to be asked in this context are: is it possible to include Steiner’s views in a specific ideology? Did he consider it possible to realize the ideas of liberty, equality, and fraternity in social life? How did he perceive the relationship between the individual and the community? Achieving the research goal requires analysing and interpreting Steiner’s writings and analysing the scientific literature devoted to this issue. First of all, he believed that the three ideas: liberty, equality, fraternity, are impossible to implement when the social organism is treated as an integral whole. The original solution to this problem was to suggest dividing the social organism into three parts. Each part would implement one of these ideas. The spiritual sphere would be based on freedom from influence of the state and the economy, while the economic sphere would be based on brotherhood and not on the liberal egoistic desire to get rich or on the socialist pursuit of equality. In this context, he also presented a concept that resembles basic income, an idea raised more and more often in contemporary social philosophy. Finally, the political sphere would be based on democratic equality. Steiner emphasized that he was not creating a new ideology because a permanent social order would never be possible. He also introduced an original solution to social philosophy, pointing out that life is not an integral whole and has different aspects. Different priorities can be considered in each of them, which will result in an optimal solution to the individual-community paradox.

PL

Celem badawczym artykułu jest przedstawienie koncepcji trójczłonowego społeczeństwa Rudolfa Steinera, a także próba wskazania, czy idee, które podnosił, znajdują swoje miejsce we współczesnym dyskursie z zakresu filozofii społecznej i politycznej. Pytaniami badawczymi, jakie należy w tym kontekście zadać, to: czy jest możliwe wpisanie poglądów R. Steinera w konkretny nurt myśli politycznej? Czy uważał on za możliwe urzeczywistnienie idei wolności, równości i braterstwa w życiu społecznym? W jaki sposób postrzegał relację jednostki i wspólnoty? Zrealizowanie celu badawczego wymagało analizy i interpretacji pism R. Steinera oraz analizy literatury naukowej poświęconej temu zagadnieniu. Przede wszystkim uważał, że trzy idee: wolność, równość, braterstwo nie są możliwe do zrealizowania, gdy organizm społeczny traktuje się jako jedność. Oryginalnym rozwiązaniem tego problemu było zaproponowanie podziału społecznego organizmu na trzy części na wzór ludzkiego organizmu i w każdej z nich jedna z tych idei byłaby realizowana. Dział duchowy opierałby się na całkowitej wolności od wpływów państwa i gospodarki, dział gospodarczy byłby oparty na braterstwie, a nie na liberalnej, egoistycznej chęci bogacenia czy na socjalistycznym dążeniu do równości. Przedstawił też koncepcję, która przypomina coraz częściej podnoszoną we współczesnej filozofii społecznej kwestię bezwarunkowego dochodu podstawowego. Dział polityczny oparty byłby na demokratycznej równości. R. Steiner podkreślał, że nie tworzy nowej ideologii, ponieważ nigdy nie będzie możliwy trwały ład społeczny. Wprowadził też do filozofii społecznej oryginalne rozwiązanie wskazując, że życie nie jest jednością i ma różne aspekty, w każdym z nich można uznać inne priorytety, co w efekcie przyniesie optymalne rozwiązanie paradoksu: jednostka czy wspólnota?

12

Výchova k lidství v díle J.A. Komenského s přesahem do současného pojetí výchovy

51%

Kosíková V., Kunášek D.

Polonia Journal

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2021

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issue 13

31-50

CS

Článek obsahuje jakési hledání odpovědí na otázky: V čem nám český velikán J.A.Komenský, může posloužit ještě v dnešní době? Co z jeho myšlenek je stále relevantní? Hlavní zaměření pak bude mířit k otázce: Proč a v čem má být škola stále „humanitatis officinae“, tj. dílnou lidskosti? A jakou úlohu a odpovědnost má v tomto procesu současná výchova? A s jakou mírou svobody a odpovědnosti má přistupovat k jednotlivci? V článku jsou v kontextu otázek nad smyslem výchovy připomenuty některé osobnosti ze světa filozofie, historie, pedagogiky i psychologie, u nichž je možné objevit obdobné myšlenky, až souznění s odkazem Komenského, i jejich vlastní odkaz, který nás oslovuje v pojímání současného světa a člověka a jeho výchovy v něm.

EN

To answer the question which of J.A. Comenius` concepts and thoughts are still relevant in today`s education, the article considers the issue of “humanitatis officinae“ and its role in today’s school system. Additionally, the author tries to find the solution for the following dilemmas: What is the current role and responsibility of education in the process of upbringing? And to what extent should the level of freedom and responsibility be involved into the education approach to the individual? In the context of these questions connected with the importance of education, the article recalls some advocates from the areas of philosophy, history, pedagogy, and psychology. According to their similar perspectives on the issue it is possible to reach harmony with Comenius’ legacy, as comparable with their own legacy, for they address us and our understanding of the present world, as well as education of an individual.

Refine search results

Paul Scheerbarts Das Perpetuum mobile. Die Geschichte einer Erfindung (1910) und Rudolf Steiners Anthroposophie

Rudolf Steiner o wolności człowieka

Pedagogika osłaniająca. O filozoficznych przesłankach praktyki pedagogicznej przedszkola waldorfskiego

Wolna szkoła waldorfska. Wokół różnic światopoglądowych i dydaktyczno-metodycznych

Babilońskie zaklęcie przeciw bólowi zęba

Źródła „duchowości” New Age

Boris Juchananow, czyli teatralna wieża Babel

Światopogląd Johanna Wolfganga Goethego i antropozofia Rudolfa Steinera

The Occultist Background of Bolshevism

Proces – co nowego?

Wolność – równość – braterstwo, czyli koncepcja społeczeństwa trójczłonowego Rudolfa Steinera

Výchova k lidství v díle J.A. Komenského s přesahem do současného pojetí výchovy