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Journal articles on the topic 'Rudolf Steiner'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Paull, John. "The Library of Rudolf Steiner: The Books in English." Journal of Social and Development Sciences 9, no. 3 (2018): 21–46. http://dx.doi.org/10.22610/jsds.v9i3.2475.

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The New Age philosopher, Rudolf Steiner (1861-1925), was the most prolific and arguably the most influential philosopher of his era. He assembled a substantial library, of approximately 9,000 items, which has been preserved intact since his death. Most of Rudolf Steinerâ€™s books are in German, his native language however there are books in other languages, including English, French, Italian, Swedish, Sanskrit and Latin. His library hosts more books in English than in any other foreign language. Steiner esteemed English as â€œa universal world languageâ€. The present paper identifies 327 book

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2

Małyszek, Tomasz. "Grimms Märchen im Werk von Rudolf Steiner." Fabula 66, no. 1-2 (2025): 152–89. https://doi.org/10.1515/fabula-2025-0010.

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Zusammenfassung Die Märchen der Brüder Grimm fanden ihren Weg in die Waldorfschulen dank Rudolf Steiner. Dessen von Anthroposophie und Geisteswissenschaft geprägte Überlegungen zu Märchen gelten in akademischen Kreisen jedoch als unwissenschaftlich. Zumal Steiner die Grimm’schen Märchen benutzt hat, um seine eigenen Thesen über Mythen und über die Organisation der Welt zu illustrieren. Nur in diesem Sinne sollten Märchen für die pädagogische Arbeit an Waldorfschulen herangezogen werden. Dieser Beitrag möchte zeigen, welche Bedeutung die Brüder Grimm für Steiner hatten und wie er deren Märchens

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3

Oppedisano, Francesca Rachele. "Rudolf Steiner." Mnemosyne, no. 7 (October 15, 2018): 10. http://dx.doi.org/10.14428/mnemosyne.v0i7.13833.

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Il filosofo austroungarico Rudolf Steiner (Kraljevec 1861- Dornach 1925) tra il 1882 e il 1897 è chiamato a curare la pubblicazione degli scritti scientifici di Wolfgang Goethe per la Deutsche National-Literatur. Lo studio delle opere di Goethe si offre alla sensibilità di Steiner come il principio di una nuova e moderna visione del mondo in cui filosofia, scienza e arte si possono efficacemente integrare nel processo conoscitivo. Goethe rappresenta per Steiner l’artista che ha sentito la necessità di passare dall’attività poetica allo studio scientifico per scoprire che « l’arte è una delle r

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4

Smart, Julie. "Rudolf Steiner." Practical Pre-School 2012, no. 135 (2012): 16–17. http://dx.doi.org/10.12968/prps.2012.1.135.16.

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5

Ullrich, Heiner. "Rudolf Steiner." Prospects 24, no. 3-4 (1994): 555–72. http://dx.doi.org/10.1007/bf02195288.

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6

van Niekerk, Jacqueline. "Rudolf Steiner." Kinderopvang 34, no. 1-2 (2024): 8–10. http://dx.doi.org/10.1007/s41189-023-2369-8.

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7

Quiroga, Patricia. "Rudolf Steiner." Social and Education History 2, no. 2 (2013): 207–9. http://dx.doi.org/10.4471/hse.2013.13.

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8

Song, juSeung. "The study of Characteristics of music education in Waldorf education institutions." Korean Society of Music Education Technology 30 (January 16, 2017): 1–13. http://dx.doi.org/10.30832/jems.2017.30.1.

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The purpose of this thesis is to help understand about the Waldorf school was established based on the educational philosophy of Rudolf Steiner also reviewed the Rudolf Steiner`s educational theory and characteristics of music education at the Waldorf school. The Music education at the Waldorf school is not for the to make performers or musicians. Rudolf Steiner that believed music education is a tool for human education and that can teach all subjects connected with music. Rudolf Steiner`s Philosophy of education gives us the direction the school should change.

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9

Jerzy, Prokopiuk. "Słabość i moc myślenia, część 1." "Karto-Teka Gdańska" 2(7)/2020, no. 1 (2020): 90–111. https://doi.org/10.5281/zenodo.5516485.

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This text is an editorial elaboration of the typescript about Rudolf Steiner’s<em> Philsophy of Freedom</em>. Prokopiuk discusses the first part of <em>Philsophy of Freedom</em>, which is titled as “Knowledge about Freedom”. Steiner connected the issue of human freedom with epistemological issue of his cognition limits. He criticized agnostic philosophy – specially  Immanuel Kant’s works. He also refered to the achievements of German philosophical idealism (Johann Gottlieb Fichte, Georg Wilhelm Hegel, Arthur Schopenhauer) and found his own epistemol

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10

Paull, John. "Rudolf Steiner: From Theosophy to Anthroposophy (1902-1913)." European Journal of Theology and Philosophy 2, no. 5 (2022): 8–17. http://dx.doi.org/10.24018/theology.2022.2.5.74.

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The Theosophical Society, founded in New York in 1875, was, at the turn of the Twentieth Century, a global phenomenon with 100,000 members. New Age philosopher Dr Rudolf Steiner (1861-1925) was appointed as the first Secretary General of the German Section of the Theosophical Society on 19 October 1902. The Theosophical Society offered Rudolf Steiner a platform, a ready-made audience, infrastructure, and the insider experience of the world’s leading New Age spiritual society. The success of the Theosophical Society demonstrated that there was a public appetite to hear about reincarnation, karm

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11

Nicol, Janni. "Tracing Steiner." Early Years Educator 24, no. 13 (2024): 1–2. http://dx.doi.org/10.12968/eyed.2024.24.13.2.

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In the first article in a new series about Rudolf Steiner, philosopher and thinker, Janni Nicol, Steiner Waldorf Early Childhood consultant, shares more about Steiner‘s background, the origin of his ideas and the story of Steiner Waldorf education.

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12

Davidson, Jonathan, and Mark J. Eisen. "Rudolf Steiner (1861–1925)." American Journal of Psychiatry 163, no. 11 (2006): 1897. http://dx.doi.org/10.1176/ajp.2006.163.11.1897.

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13

Keller, Georg v. "Homöopathie bei Rudolf Steiner." Zeitschrift für Klassische Homöopathie 29, no. 05 (2007): 191–97. http://dx.doi.org/10.1055/s-2006-938143.

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14

House, Richard. "Writings of Rudolf Steiner." Self & Society 45, no. 1 (2017): 61. http://dx.doi.org/10.1080/03060497.2017.1299404.

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15

Paull, John. "Australia's original Demeter Farm (1934-1954)." Journal of Biodynamics Tasmania 123, September (2017): 16–19. https://doi.org/10.5281/zenodo.5717100.

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Two members of Rudolf Steiner’s Experimental Circle were the first to establish a Demeter Farm in Australia. In 1934 Ileen Macpherson (1898-1984) and Ernesto Genoni (1885-1964) founded their ‘Demeter Biological Farm’ on the Princes Highway in Dandenong, Victoria. They were guided by Steiner’s book of his Agriculture Course (1924). They managed their 40 acre farm using biodynamic (BD) practices for the next two decades. Ernesto first met Rudolf Steiner (1861-1925) at the Goetheanum, Dornach, Switzerland, in 1920.&nbs

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16

Paull, John. "Goetheanum II: Masterpiece of Organic Architecture by Rudolf Steiner." European Journal of Architecture and Urban Planning 1, no. 4 (2022): 1–14. https://doi.org/10.24018/ejarch.2022.1.4.9.

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  The Goetheanum is one of the masterpieces of Twentieth Century architecture. The present building is the second iteration of Dr Rudolf Steiner’s ideas of organic architecture for the site on a hill overlooking the Swiss village of Dornach. The Goetheanum was intended as a theatre and the global headquarters of the Anthroposophical Society. Goetheanum I was a quaint all timber structure, opened on 26 September 1920. In 1921, Rudolf Steiner considered that a rebuild would be quite different. On 31 December 1922, Goetheanum I was destroyed by fire. By July 1923, funds were guaranteed

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17

Paull, John. "Translations of Rudolf Steiner's Agriculture Course (Koberwitz, 1924): The Seminal Text of Biodynamic Farming and Organic Agriculture." International Journal of Environmental Planning and Management 6, no. 4 (2020): 94–97. https://doi.org/10.5281/zenodo.5205506.

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The Agriculture Course of Dr Rudolf Steiner (1861-1925) is the seminal text of biodynamic farming and the organic agriculture movement. It has appeared in 16 languages. The Austrian New Age philosopher, Dr Rudolf Steiner, presented his Agriculture Course in the village of Koberwitz, Germany (now Kobierzyce, Poland) in the summer of 1924. The course of eight lectures laid the foundations for the emergence, over the following two decades, of biodynamic farming and organic agriculture. There were 111 attendees at the course at Koberwitz, many were farmers, all were Anthroposop

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18

Taplin, Jill Tina. "Preparing for the future." Early Years Educator 24, no. 13 (2024): 1–3. https://doi.org/10.12968/eyed.2024.24.13.12.

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In the second article in this series focusing on Rudolf Steiner, philosopher and thinker, Jill Tina Taplin, NESWEC Course Coordinator, outlines some of the key principles and approaches comprising Steiner Waldorf education.

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19

Jerzy, Prokopiuk. "Słabość i moc myślenia, część 2 (opracowanie Michał Wróblewski)." "Karto-Teka Gdańska" 1(8)/2021, no. 1 (2021): 154–81. https://doi.org/10.5281/zenodo.5502058.

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This text continues Jerzy Prokopiuk’s commentary on the first part of Rudolf Steiner’s work <em>The Philosophy of Freedom</em>, titled <em>Knowledge of freedom</em>. Steiner emphasizes the role of critical thinking, which shows the relation between subject and object. The ability to observe one’s own thinking process is also a possibility to overcome Immanuel Kant’s epistemological boundaries. This epistemology assumes dualism of cognizable phenomena and uncognizable noumena. This approach is called critical idealism, which is only an ostensible alternative for naive re

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20

Paull, John. "Dornach: In the Footsteps of Rudolf Steiner." Studies in Art and Architecture 2, no. 4 (2023): 1–11. http://dx.doi.org/10.56397/saa.2023.12.01.

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When the New Age philosopher Dr Rudolf Steiner (1861-1925) arrived at the Dornach hill, a short tram ride from Basel, Switzerland, it offered virtually a tabula rasa for his creative genius. Over the next little more than a decade (beginning 1913), Steiner populated this landscape with a multitude of new buildings in his unique organic architecture style. Having settled on Dornach as the site for his Anthroposophy headquarters with its centrepiece structure, the Goetheanum (the name came later), a colony of adherents, devotees, seekers, disciples, artists and artisans were drawn to Dornach. Th

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21

Paull, John. "Dornach: In the Footsteps of Rudolf Steiner." Studies in Art and Architecture 2, no. 4 (2023): 1–11. https://doi.org/10.56397/SAA.2023.12.01.

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When the New Age philosopher Dr Rudolf Steiner (1861-1925) arrived at the Dornach hill, a short tram ride from Basel, Switzerland, it offered virtually a tabula rasa for his creative genius. Over the next little more than a decade (beginning 1913), Steiner populated this landscape with amultitude of new buildings in his unique organic architecture style. Having settled on Dornach as the site for his Anthroposophy headquarters with its centrepiece structure, the Goetheanum (the name came later), a colony of adherents, devotees, seekers, disciples, artists and artisans were drawn to Dornach. The

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22

Eriksen, Trond Berg. "Rudolf Steiner i idéhistorisk lys." Kirke og Kultur 116, no. 02 (2011): 153–67. http://dx.doi.org/10.18261/issn1504-3002-2011-02-07.

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23

Baranowska, Marta, and Paweł Fiktus. "Rudolf Steiner o wolności człowieka." Kultura i Edukacja 117, no. 3 (2017): 29–42. http://dx.doi.org/10.15804/kie.2017.03.02.

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24

Sardello, Robert. "Where Rudolf Steiner was going." Self & Society 45, no. 1 (2017): 59–60. http://dx.doi.org/10.1080/03060497.2017.1299333.

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25

Zeynep, YILMAZ. "Rudolf Steiner ve Waldorf Okulu." Pearson Journal of Social Sciences and Humanities 8, no. 25 (2023): 699–704. https://doi.org/10.5281/zenodo.8376831.

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Ülkemizin eğitim sistemi geleceğin nesillerini yetiştirmede eksiklik yaşadığı bilinen bir gerçektir. Sınav maratonuna erken yaşlarda katılan çocukların başarısı not durumuna ve girdiği sıralamaya göre sonuçlanmaktadır. Çocuklarda var olan potansiyel ve onların becerileri, ilgi alanları çoğu kez görmezden gelinmektedir. Sonuç odaklı bir eğitim sistemine maruz kalan çocuklardan mutlu ve sağlıklı bir nesil beklemek mümkün değildir. Waldorf pedagojisi sağlıklı ve mutu nesiller yetiştirebilmek için 1919 yılından bu yan

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26

Staudenmaier, P. "Rudolf Steiner and the Jewish Question." Leo Baeck Institute Yearbook 50, no. 1 (2005): 127–47. http://dx.doi.org/10.1093/leobaeck/50.1.127.

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27

Kolisko, L. "Rudolf Steiner über Potenzierung und Hochpotenzen." Der Merkurstab 47, no. 5 (1994): 507–8. http://dx.doi.org/10.14271/dms-16600-de.

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28

Ostenc, Michel. "Rudolf Steiner tra antroposofia e educazione." Paedagogica Historica 47, no. 3 (2011): 435–38. http://dx.doi.org/10.1080/00309230.2010.498224.

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29

Souza, Lívia Barbosa Pacheco, Lívia Ribeiro Barbosa Pacheco, Denisia Ribeiro de Oliveira, and Rosângela Freitas Conceição. "RUDOLF STEINER E A TRIMEMBRAÇÃO HUMANA." REVISTA ELETRÔNICA AMPLAMENTE V2, N4 (2023): 1285–98. http://dx.doi.org/10.47538/ra-2023.v2n3-79.

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30

Paull, John. "The Koberwitzers: Those who Attended Rudolf Steiner's Agriculture Course at Koberwitz in 1924, World's Foundational Organic Agriculture Course." International Journal of Environmental Planning and Management 6, no. 2 (2021): 47–54. https://doi.org/10.5281/zenodo.5203075.

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Rudolf Steiner’s Agriculture Course at Koberwitz (now Kobierzyce), in the summer of 1924, was the gateway event that led to the development of biodynamic agriculture and, subsequently, organic agriculture. The present paper identifies for the first time the 111 attendees of that course. The list reveals that ‘Koberwitzers’, as they called themselves, were a well credentialed and capable group of individuals, some of whom went on to champion and develop Rudolf Steiner’s ideas about agriculture and other fields. The present paper revises a prior analys

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31

Kusiak, Krystyna. "Study Visit to Rudolf Steiner University College in Oslo." Prima Educatione 6 (November 4, 2022): 201–4. http://dx.doi.org/10.17951/pe.2022.6.201-204.

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32

Paull, John. "Goetheanum II: Masterpiece of Organic Architecture by Rudolf Steiner." European Journal of Architecture and Urban Planning 1, no. 4 (2022): 1–14. http://dx.doi.org/10.24018/ejarch.2022.1.4.9.

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The Goetheanum is one of the masterpieces of Twentieth Century architecture. The present building is the second iteration of Dr Rudolf Steiner’s ideas of organic architecture for the site on a hill overlooking the Swiss village of Dornach. The Goetheanum was intended as a theatre and the global headquarters of the Anthroposophical Society. Goetheanum I was a quaint all timber structure, opened on 26 September 1920. In 1921, Rudolf Steiner considered that a rebuild would be quite different. On 31 December 1922, Goetheanum I was destroyed by fire. By July 1923, funds were guaranteed for a new bu

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33

Reuter, Stephan. "Schulen des Lebens." Theater heute 65, no. 12 (2024): 14–15. http://dx.doi.org/10.5771/0040-5507-2024-12-014.

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34

Carnevale, Fabio, and Francesca Rachele Oppedisano. "Arte e ipnosi: i disegni alla lavagna di Rudolf Steiner." IPNOSI, no. 1 (July 2012): 35–44. http://dx.doi.org/10.3280/ipn2012-001003.

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The brief reflection on the blackboard drawings of Rudolf Steiner as a metaphor is used to analyze the relationships, yet little explored, including the technical and aesthetic dimensions of hypnotic psychotherapy.

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35

Wunder, Gerd, and Rudolf Reinhardt. "Rezension von: Reinhardt, Rudolf, Die Beziehungen von Hochstift und Diözese Konstanz zu Habsburg- Österreich in der Neuzeit." Württembergisch Franken 51 (August 23, 2024): 59. http://dx.doi.org/10.53458/wfr.v51i.13537.

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Rudolf Reinhardt: Die Beziehungen von Hochstift und Diözese Konstanz zu Habsburg-Österreich in der Neuzeit. (Beiträge zur Geschichte der Reichskirche in der Neuzeit 2.) Wiesbaden: Steiner 1966. 354 S. 53 DM.

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36

Greshoff, Sam. "Seeing the child in the 21st century." Early Years Educator 24, no. 14 (2025): 1–3. https://doi.org/10.12968/eyed.2025.24.14.5.

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In the last article in this series focusing on Rudolf Steiner, philosopher and thinker, Sam Greshoff, Early Childhood Coordinator at Waldorf UK, explores how Steiner's theories look in early years practice.

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37

Geyer, Ulrich. "Abrechnungsempfehlung Anthroposophische Medizin." Zeitschrift für Komplementärmedizin 13, no. 05 (2021): 38–39. http://dx.doi.org/10.1055/a-1629-4814.

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SummaryDie Anthroposophische Medizin (AM) gehört zu den Therapieverfahren der Besonderen Therapierichtungen. Sie wurde vor 100 Jahren von der Ärztin Dr. med. Ita Wegman und Dr. phil. Rudolf Steiner, dem Begründer der Anthroposophie, entwickelt.

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38

Weber, Raimund J., and Konstantin Maier. "Rezension von: Maier, Konstantin, Die Diskussion um Kirche und Reform im Schwäbischen Reichsprälatenkollegium zur Zeit der Aufklärung." Württembergisch Franken 68 (February 6, 2024): 258. http://dx.doi.org/10.53458/wfr.v68i.10075.

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Konstantin Maier: Die Diskussion um Kirche und Reform im Schwäbischen Reichsprälatenkollegium zur Zeit der Aufklärung (= Beiträge zur Geschichte der Reichskirche in der Neuzeit, hrsg. von Rudolf Reinhardt, 7). Wiesbaden: Steiner 1978. 229 S.

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39

Rahma, Zahratur, and Maemonah Maemonah. "Filsafat Behaviorisme Dalam Pendidikan Anak Usia Dini Perspektif Rudolf Steiner." As-Sibyan: Jurnal Pendidikan Anak Usia Dini 6, no. 1 (2021): 29–40. http://dx.doi.org/10.32678/as-sibyan.v6i1.2616.

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Abstrak: Tulisan ini berusaha memahami tentang filsafat Behaviorisme dalam pendidikan anak usia dini perspektif Waldorf (Rudolf Steiner) yang diaplikasikan kegunaannya dalam proses pembelajaran. Steiner merupakan teori pendidikan yang biasa disebut dengan sebutan Waldorf, kaata “Waldrof” biasa bergantian dengan istilah Steiner. Menggambarkan sekolah dengan kurikulum berdasarkan ajaran Steiner adalah tentang manusia yang memiliki ikatan yang terkait dengan mengungkap misteri dunia spiritual. Disekolah Waldrof mengembangkan model untuk mengembangkan kreatifitas dalam proses pendidikan. Waldrof m

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40

Paull, John. "Yields of biodynamic agriculture of Immanuel Voegele (1897-1959): Experimental Circle data of Pilgramshain." European Journal of Sustainable Development Research 8, no. 1 (2024): 1–7. https://doi.org/10.29333/ejosdr/14124.

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  A century ago the New Age philosopher Dr Rudolf Steiner (1861-1925) called for the development of a differentiated. agriculture, one focussed on biology rather than chemistry. At his Agriculture Course at Koberwitz (now Kobierzyce), in the summer of 1924, Steiner founded the Experimental Circle of Anthroposophical Farmers and Gardeners. The Experimental Circle members each signed a non-disclosure agreement (NDA). Their task was to test Steiner’s ideas, establish what worked, and to publish the results. That injunction was arguably satisfied by the publication of Ehrenfried Pfeiffe

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41

Gray, Fiona. "Rudolf Steiner: Occult Crank or Architectural Mastermind?" Architectural Theory Review 15, no. 1 (2010): 43–60. http://dx.doi.org/10.1080/13264821003629246.

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42

Ahem, Geoffrey. "Gnosis and the Rudolf Steiner movement (Anthrophosophy)." Religion Today 2, no. 2 (1985): 10–11. http://dx.doi.org/10.1080/13537908508580573.

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43

Paull, John. "Biodynamic Agriculture: The Journey from Koberwitz to the World, 1924-1938." Journal of Organic Systems 6, no. 1 (2011): 27–41. https://doi.org/10.5281/zenodo.5232640.

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In the last year of his life, the Austrian philosopher Rudolf Steiner challenged the direction and practice of contemporary agriculture. This was an early response to the proliferation of chemical agriculture. Steiner laid the foundation for an alternative agriculture, one that would ‘heal the earth’, in the agriculture course1, a series of eight lectures at Koberwitz (now Kobierzyce, Poland) in 1924. Steiner set in train a process that led to the development, articulation, and naming of biodynamic agriculture, culminating in the publication of Bio- Dynamic Farming and Gardeni

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44

Hart, Vaughan. "Erich Mendelsohn and the fourth dimension." Architectural Research Quarterly 1, no. 2 (1995): 50–59. http://dx.doi.org/10.1017/s135913550000275x.

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In this article the design of Mendelsohn's famous Expressionist tower at Potsdam is shown to have been shaped by the cosmology of Albert Einstein informed, however, by the apparently conflicting occult philosophy of Rudolf Steiner.

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45

Steiner, R. "Idee und Erfahrung; Goethe und Rudolf Steiner, aus: Goethe, Sprüche in Prosa mit Anmerkungen von Rudolf Steiner. Stuttgart, 1967." Der Merkurstab 38, no. 5 (1985): 175–76. http://dx.doi.org/10.14271/dms-14740-de.

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46

Paull, John. "Yields of biodynamic agriculture of Immanuel Voegele (1897-1959): Experimental Circle data of Pilgramshain." European Journal of Sustainable Development Research 8, no. 1 (2024): em0248. http://dx.doi.org/10.29333/ejosdr/14124.

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A century ago the New Age philosopher Dr Rudolf Steiner (1861-1925) called for the development of a differentiated. agriculture, one focussed on biology rather than chemistry. At his Agriculture Course at Koberwitz (now Kobierzyce), in the summer of 1924, Steiner founded the Experimental Circle of Anthroposophical Farmers and Gardeners. The Experimental Circle members each signed a non-disclosure agreement (NDA). Their task was to test Steiner’s ideas, establish what worked, and to publish the results. That injunction was arguably satisfied by the publication of Ehrenfried Pfeiffer’s book ‘Bio

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47

Grandjean, Alexandre. "Biodynamic Wine-crafting in Switzerland." Journal for the Study of Religion, Nature and Culture 15, no. 3 (2021): 317–43. http://dx.doi.org/10.1558/jsrnc.40151.

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Over the past two decades, Swiss wine-crafting professionals (vignerons) have increasingly turned their attention toward a ‘holistic’ and ecosystemic understanding of their vineyards. Among them, a growing professional segment has engaged in an esoteric agronomy inspired by Rudolf Steiner: Biodynamics. This approach is illustrative of Bron Taylor’s dark green religion applied to agronomy. This ethnographic study describes and analyzes how Swiss vignerons translate and adapt the legacy of Steiner in their everyday lives. After detailing how practitioners frame their engagement in this agronomy,

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48

Sałdan, Switłana. "Worldview Johann Wolfgang Goethe and Anthroposophy of Rudolf Steiner." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Edukacja Muzyczna 9 (2014): 149–58. http://dx.doi.org/10.16926/em.2014.09.10.

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49

Rodrigues da Cunha, Yuri. "ESBOÇOS PARA UMA SOCIOLOGIA DA EDUCAÇÃO DE RUDOLF STEINER À LUZ DA PERSPECTIVA HISTÓRICO-ONTOLÓGICO." Ideação 27, no. 1 (2025): 244–62. https://doi.org/10.48075/ri.v27i1.32899.

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Abstract:

O presente artigo tem por objetivo apresentar reflexão inicial para uma sociologia da educação a partir do pensamento de Rudolf Steiner, cujos fundamentos residem nas categorias analíticas desenvolvidas a partir de Karl Marx. Assim, partiu-se das categorias marxianas de: trabalho; formação humana e práxis, para, em seguida, identificar se essas categorias estão presentes no pensamento de Steiner e de qual maneira ele as apresentam. Assim, identificado tais categorias, concluiu-se que, embora estejam em campos paradigmáticos distintos, por meio de uma afinidade eletiva, é possível afirmar que h

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Keim, Ernesto Jacob. "Interações de Rudolf Steiner com uma Educação Anticolonial." Educar em Revista, no. 56 (June 2015): 85–100. http://dx.doi.org/10.1590/0104-4060.41453.

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Abstract:

Neste artigo apresentamos argumentos que podem viabilizar o debate para a organização de uma Educação Anticolonial como processo que tem como referenciais conhecimentos e posturas próprias de cosmovisões originárias. Esse referencial se soma a princípios do legado de Rudolf Steiner, na perspectiva de processo educativo pautado na liberdade. A linguagem e a cosmovisão assumem papel relevante nesse processo como identidade e representação. Dentro dos limites permitidos por este texto, pretende-se analisar, principalmente na perspectiva da filosofia, da ontologia e da antropologia, como é possíve

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