The Education of Children from the Standpoint of TheosophySteiner, Rudolf
Religion
The Education of Children from the Standpoint of Theosophy
Steiner, Rudolf
Education; Theosophy
One can also discern how differently the various mediums of
civilisation affect the individual principles of the human being. The
common factors of civilisation influence the astral body. They bring
to it other kinds of pleasure, displeasure, impulse, etc., than it
originally had. Absorption in a work of art influences the etheric
body, for a man obtains through a work of art, the presentiment
of something higher and nobler than that which is offered by the
environment of the senses, and thus transforms his vital body. A
powerful means for the purification and ennoblement of the etheric
body is religion. Religious impulses have, in this way, their sublime
mission in the evolution of humanity.
That which is called conscience is nothing but the result of the work
of the ego on the vital body, through a succession of incarnations.
When a man perceives that he must not do certain things, and when
through this perception, an impression is made on him, deep enough to
communicate itself to his etheric body, the conscience begins to be
formed.
Now this work of the ego on the subordinate principles can either be
one that belongs rather to the whole human race, or it can be quite
individually a work of the single ego upon itself. In the first change
of man, to a certain extent, the whole human race takes part; the
latter must depend on the inner activity of the ego. When the ego grows
strong enough entirely to remodel the astral body through its own
strength, then that which the ego makes of this astral body or body
of feeling is called the “Spirit-Self” (Geistesselbst)[5] or as they
say in the East, Manas. This transformation consists essentially in
an imbuing, in an enriching of the inner being with higher ideas and
perceptions. But the ego can arrive at yet higher and more intimate
work with regard to the special entity of man. This occurs when not
merely the astral body is enriched, but when the etheric or vital
body becomes transformed. Man learns a certain amount in the course of
life, and when he looks back on his life from any point, he is able to
say to himself: “I have learnt much,” but how much less is he able to
speak of a change of temperament and character, of an improvement or
deterioration of the memory, during life. Learning affects the astral
body, whilst the latter transformations affect the ethic or vital body.
It would therefore be no inapt simile to compare the change of the
astral body in life to the movement of the minute-hand of the clock,
the change of the vital body to that of the hour-hand.
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