How might we improve the way we organize society, so that human beings can live in greater peace, dignity and justice? Against a background of chronic discontent and social conflict around the globe, Richard Masters presents a comprehensive survey of Rudolf Steiner’s work on societal reform, sifting through and summarizing the content of dozens of books, lectures and discussions. Rudolf Steiner (1861–1925) is not known today for his social thinking, but he wrote and spoke at length on such issues during and after WWI, engaging with audiences ranging from royalty, politicians and business owners to illiterate, dispossessed factory workers. Central to his ideas was his ‘threefold’ approach to politics, economics and culture, arguing that their roles should be clarified and the three spheres allowed to thrive independently. Drawing on the full range of source material – including much not yet available in English – the author reveals the continuing relevance of Steiner’s work to our contemporary situation. With an emphasis on accessibility, he builds up the subject methodically, studying the main ideas from differing perspectives. He also provides candid reflections on the degree to which Steiner’s proposals are still applicable to current policy and practice. Authoritative and yet jargon-free, Rudolf Steiner and Social Reform offers innovative and stimulating ideas for anyone concerned with the state of our world.

These dazzling, radical lectures were given one month before the opening of the first Waldorf School--following two years of intense preoccupation with the social situation in Germany as World War I ended and society sought to rebuild itself. Well aware of the dangerous tendencies present in modern culture that undermine a true social life--such as psychic torpor and boredom, universal mechanization, and a growing cynicism--Steiner recognized that any solution must address not only economic and legal issues but also that of a free spiritual life. Steiner also saw the need to properly nurture in children the virtues of imitation, reverence, and love at the appropriate stages of development in order to create mature adults who are inwardly prepared to fulfill the demands of a truly healthy society--adults who are able to assume the responsibilities of freedom, equality, and brotherhood. Relating these themes to an understanding of the human as a threefold being of thought, feeling, and volition, and against the background of historical forces at work in human consciousness, Steiner lays the ground for a profound revolution in the ways we think about education. Also included here are three lectures on the social basis of education, a lecture to public school teachers, and a lecture to the workers of the Waldorf Astoria Cigarette Company, after which they asked him to form a school for their children. German sources: Die Erziehungsfrage als soziale Frage (GA 296); lectures 4, 5, and 6, the "Volkspädagogik" lectures in Geisteswissenschaftliche Behandlung sozialer und pädagogischer Fragen (GA 192); lectures 2 and 11, Neugestaltung des sozialen Organismus (GA 330-331).

How might we improve the way we organize society, so that human beings can live in greater peace, dignity and justice? Against a background of chronic discontent and social conflict around the globe, Richard Masters presents a comprehensive survey of Rudolf Steiner's work on societal reform, sifting through and summarizing the content of dozens of books, lectures and discussions. Rudolf Steiner (1861–1925) is not known today for his social thinking, but he wrote and spoke at length on such issues during and after WWI, engaging with audiences ranging from royalty, politicians and business owners to illiterate, dispossessed factory workers. Central to his ideas was his 'threefold' approach to politics, economics and culture, arguing that their roles should be clarified and the three spheres allowed to thrive independently. Drawing on the full range of source material – including much not yet available in English – the author reveals the continuing relevance of Steiner's work to our contemporary situation. With an emphasis on accessibility, he builds up the subject methodically, studying the main ideas from differing perspectives. He also provides candid reflections on the degree to which Steiner's proposals are still applicable to current policy and practice. Authoritative and yet jargon-free, Rudolf Steiner and Social Reform offers innovative and stimulating ideas for anyone concerned with the state of our world.

Although this book was first published in 1919, it remains highly relevant to social problems encountered today. Uniquely, Steiner's social thinking is not based on intellectual theory, but on a profound perception of the archetypal spiritual nature of social life. As he suggests in this classic work, society has three distinct realms - the economic, the political (individual human rights), and the cultural (spiritual). While social life as a whole is a unity, the autonomy of these three sectors should be respected if our increasing social problems are to be resolved. Steiner relates the ideals of 'liberty, equality and fraternity' to modern society. Economics calls for fraternity (brotherhood), political rights require equality, while culture should be characterised by liberty (freedom). The slogans of the French Revolution, he suggests, can only become truly manifest if our social thinking is transformed to correspond to the spiritual reality.

10 lectures, Dornach & Stuttgart, Apr. 23 - Aug. 17, 1919 (CW 296, 192, 330/331) These illuminating lectures were given one month before the opening of the first Waldorf school, located in Stuttgart, following two years of intense preoccupation with the social situation in Germany as World War I ended and society sought to rebuild itself. Well aware of the dangerous tendencies present in modern culture that undermine a true social life--psychic torpor and boredom, universal mechanization, and growing cynicism--Steiner recognized that any solution for society must address not only economic and legal issues but also that of a free spiritual life. Steiner also saw the need to properly nurture in children the virtues of imitation, reverence, and love at the appropriate stages of development in order to create mature adults who are inwardly prepared to fulfill the demands of a truly healthy society--adults who are able to assume the responsibilities of freedom, equality, and brotherhood. Relating these themes to an understanding of the human as a threefold being of thought, feeling, and volition, and against the background of historical forces at work in human consciousness, Steiner lays the ground for a profound revolution in the ways we think about education. Also included here are three lectures on the social basis of education, a lecture to public school teachers, and a lecture to the workers of the Waldorf Astoria Cigarette Company, after which they asked him to form a school for their children. German sources: Die Erziehungsfrage als soziale Frage (GA 296); lectures 4, 5, and 6, the "Volkspädagogik" lectures in Geisteswissenschaftliche Behandlung sozialer und pädagogischer Fragen (GA 192); lectures 2 and 11, Neugestaltung des sozialen Organismus (GA 330-331).

Delivered in the context of post-war cultural and social chaos, these lectures form part of Rudolf Steiner’s energetic efforts to cultivate social understanding and renew culture through his innovative ideas based on ‘threefolding’. Steiner develops a subtle and discerning perception of how social dynamics could change and heal if they were founded on real insight into our threefold nature as individuals, social beings and economic participants in the world. He doesn’t offer a programmatic agenda for change, but a real foundation from which change can organically grow. Social forms and reforms, says Steiner, are ‘created together’, not imposed by lone geniuses. Nevertheless, the detail of some of the thoughts and ideas he presents here as a possible model – down to the economic specifics of commodity, labour, taxation, ground rent and capitalism itself – are staggering in their clarity and originality. This is no mystic effusion but a heartfelt plea, backed by profound insights, to change our thinking and the world we live in. As he points out, thoughts create reality, and so it is vital how and what we think. Among the many contemporary and highly-relevant topics Steiner discusses here are: the nature of money and capital; taxation and the state; free enterprise and initiative; capitalism and Marxism; the relationship between employer and employee; ‘added value’ theory and the concept of commodity; and ‘class consciousness’, the proletariat and the bourgeoisie.

This book covers Rudolf Steiner’s biography, presented from an educational point of view and also unfolds the different aspects of Steiner’s educational thought in Waldorf Education. His point of view is unique in that it relates education to a wide horizon of different contexts, such as social, pedagogical, evolutionary and spiritual aspects. His ideas are philosophical (ethical, epistemological, ontological). However, above all, they are based on spiritual understanding of the human being and the world. In many ways, they stand in stark contrast to the views that inform present mainstream educational thought and practice. Nevertheless, there are points where Steiner’s ideas can find a resonance in more recent educational thought. Steiner was in many ways ahead of his time and his educational ideas are still relevant to many present day educational issues and problems.

'Whatever turbulent outward events occur in the world, whatever form is taken by things seeking to work their way out of the depths of human evolution, we only really hearken to the true, underlying nature of these events ... if we observe the world from a spiritual perspective.' – Rudolf Steiner. In seeking to heal the many social crises of our time, Rudolf Steiner urges us to turn away from 'fixed principles, theories or social dogmas' and to rediscover the real nature of the human being. This inner reality – that cannot be understood in materialistic or deterministic ways – is the only basis on which society can truly be founded. But it is not sufficient to speak of well-meaning ideas, he says, unless we are also active in working for change; change that begins with each of us. In 1919, a year marked by strong social and political upheavals, Steiner was deeply concerned with questions relating to society. Having published a book on the subject (Towards Social Renewal), he embarked on a major campaign to publicize his 'threefold' social ideas. In addition to public lectures, however, Steiner sought to deepen the subject in a series of talks to members of the Anthroposophical Society. These lectures, gathered in this volume, reveal the 'inner' or 'esoteric' aspects of the social question. They complement Steiner's very practical efforts to realize threefolding in the historical context of his time. Whilst Steiner's suggestions for social change may not seem self-evident to pragmatic thinking, they will strike a resonant chord in many who seek deeper answers to the social problems of our times – problems that politicians seem unable to remedy. Amidst the many themes tackled here, Steiner addresses the issue of nationalism as a retrograde tendency; the tasks of Central Europe and Britain in relation to the East; the incarnation of Ahriman in the West, and the historical incarnation of Lucifer in the third millennium BC.

Start Now! offers an extensive and representative sample of Steiner's spiritual instructions and meditative practices, including meditation instructions; mantric verses; daily, weekly and monthly practices for the development of soul qualities; karmic exercises and meditations for working with the dead, the angelic hierarchies and our guardian angel.

14 lectures, Stuttgart, August 20 - September 5, 1919 (CW 293) Although these lectures were given to teachers as preparatory material, they are by no means concerned only with education. Study of Man is Steiner's most succinct presentation of his human-centered spiritual psychology, and it is accessible to anyone genuinely interested in the questions of human existence. His approach is unique because it considers not only the influences that affect humanity from the past, but also future states of consciousness and being. Reprinted here in the original "classic" translation by A.C. Harwood and Helen Fox, these lectures were given in 1919 to the teachers of the Waldorf school in Stuttgart--the first to be based on the educational ideas of Rudolf Steiner. After eighty-five years of Waldorf education--and exponential growth around the world--this volume remains the basic study text for teachers in Steiner schools. As well as providing a basis for the work of educators, Study of Man will be of special interest to parents, counselors, psychologists, and students of Rudolf Steiner's philosophy--for whom this volume provides a fundamental picture of the human being according to the anthroposophic understanding of the world. This book is a translation of Allgemeine Menschenkunde als Grundlage der Pädagogik (GA 293), published by Rudolf Steiner Nachlassverwaltung, Dornach.