Plan II. (b)

Keyword: higher school according to anthroposophy, academy according to Jan Amos Comenius, collegium lucis

Higher school ( 12-18 years) according to anthroposophy:

• some rather general ideas
• Otherwise, for more detailed work, see the book "Curriculum for grades 1 to 12 for WŠ" by Tobias Richter

A successful teacher is one who himself remains one who is constantly learning.

"It is not our job to pass on ready-made beliefs to the teenage generation. We should lead them to use their own powers of understanding and judgment. They should learn to look at the world with open eyes. It does not matter to what extent we are convinced of the truth of what we convey to young people. Our convictions apply only to us. We present them to young people to tell them: This is how we see the world, watch carefully how it appears to you. We're supposed to awaken skills, not impart beliefs. Young people are not supposed to believe our "truths", but our personalities. They're supposed to notice that we're looking for ourselves. And we are to bring them to the path of the seekers." (R.Steiner)

"In the soul of a young person must be born riddles about the world and its phenomena. For if these questions concerning the mysteries and phenomena of the world do not arise in the young soul, there is a transformation of these forces, because these forces are there for that purpose; for they are released in the soul at the same time as the desire (astral) body is released for the understanding of these mysteries. When these forces are released and fail to awaken the most intense interest in the mysteries of the world, they are transformed into what they usually are in the youth of today. they pass in two directions into instinct. first, into the lusts of power, and second, into eroticism. And it is a fact, which unfortunately penetrates even into pedagogy, that these power appetites and the eroticism of youth are conceived not as secondary products of the transformation of what should be a completely different process until the age of 20 or 21, but as a natural element present in the human organism from the time of sexual maturity."

It continues:

"Obviously, when eroticism manifests itself in a particularly unfortunate way at this age, the teachers are responsible because they are dull to look at and do not arouse any interest. And if pupils at this age have no interest in the world, what can they possibly think about? Nothing but what is going on in their bodies, in their hearts, their stomachs, their lungs, when they have to listen to boring explanations of history or mathematics." (R.S)

As early as the founding of the first school, Rudolf Steiner's first draft of the curriculum included the subject of technology as a compulsory subject for pupils in the upper grades. In line with the principle of introducing pupils to life and its context so that they become true contemporaries, the subject was aimed at explaining and understanding engineering and industrial processes. Nowadays, there is a tendency (since the 1980s) to include an introduction to new technologies such as computers, wireless telephones, mobile phones and the Internet and artificial intelligence. Today, in some schools, it is offered as an optional subject.

About ACADEMY by Jan Amos Komenský (18 - 24 years old)

• OUR METHOD (didactic) may not extend to here, but why should
  we not touch on where our desires are also carried here?

We have said before that the academies are rightly left to complete and supplement all the sciences, as well as all the higher branches of learning.

We wish, therefore, that
(a) truly universal studies should be held there
, so that there should be nothing
in science or in human wisdom which cannot be
procured
there
; (b
) easier and safer methods
should be used,
if a thorough education is to be given to all who come there; (c
) only those who
have happily attained their object, and are both worthy and fit to be
safely entrusted with the management of human affairs. What
each of these desires
may
require, we will hint modestly.

• In order for academic studies to be universal (the word universitas means universality), it is necessary to
  professors who are learned and knowledgeable in all sciences, arts, studies
  and languages, who can select
  and communicate everything
  from themselves as a living reservoir
  to all, and a selected library of
  various writers, absolutely accessible to all.
  The work of the academy will go more easily and more successfully, first of all, if
  only the youths of the finer talents, the flower of humanity, are sent there, while
  the rest are left to the plough, to crafts
  and to commerce, each to what he is born.
  Secondly, if each one devotes himself to that study to which
  nature, as may be seen by certain signs, has determined them to do.
  For just as by the instinct of nature one becomes a better
  musician, poet, orator, physicist, etc., than another,
  so one is more apt than another for theology, medicine
  , and jurisprudence. But here we err too often, when we want to
  make a veneer out of any wood at will, heedless of the natural
  inclination. Thus it comes to pass that we throw ourselves into this or that
  study against the will of Minerva (the goddess of wisdom, and without her will signifies without due ability)), but accomplish nothing
  praiseworthy, and often mean more in any secondary
  work than in our own profession. It would be advisable, therefore, that
  before leaving the Latin school, the schoolmasters should arrange
  a public examination of the endowments, and that according to their judgment it should be
  determined which youths (young people) are to be sent to the academy and which are
  to be destined for another kind of life, and of those who are to
  continue their studies, who are to be turned to the study of theology,
  statecraft, or medicine, etc., according as
  either their natural inclination or the necessities of the Church and State may appear to require it. 6
  . Thirdly, it will be advisable to encourage to versatility youths of excellent endowments,

so that there is no shortage of people who are learned, omniscient or omniscient (Comenius wishes that the university should not only educate specialists, but also people educated in several disciplines or in all.)
7. It will be necessary, however, to take care that the academies educate only
diligent, honest, and skilful pupils, but that they do not suffer from lying students who,
by idleness and dissipation, waste their wealth and time, setting a
harmful example to others. 8
. We have said that writers
of all kinds
are to be discussed in the academy
.
In order that it may not be too laborious, and yet
useful, it is to be wished that learned men, philosophers
, theologians, physicians, etc., may be entreated, and that they may kindly show
the same favour to
the studying youth that geographers show to
those who study geography; for they enclose whole provinces,
empires, and worlds in leaves, and render the most miserable spaces of the earths and seas

in such a way that they can be missed with a single glance.
For why should not
Cicero, Livy, Plato, Aristotle, Plutarch,
be
faithfully represented
in the main features of countries, cities, houses, and people,
just as the painters do,
Tacitus, Gellius, Hippocrates, Galenus, Celsus,
Jerome, etc.? Not, of course, merely by snatched sentences and choice
flourishes (as has happened with some), but by complete but
condensed systems. 9
. The utility of such extracts would be excellent. First of all, for
those who have no time to read voluminous writings, to acquire nevertheless a
superficial knowledge of any writers. Secondly,
for those
who [according to Seneca's advice] desire to associate themselves more intimately
with a genius (for all things are not equally suited to all), that they
may choose more easily and with due judgment when they have tasted
more writers and find that this or that is particularly
to
their
liking. Thirdly, to those who have to read straight through

writers throughout, these lifts will be an excellent preparation,

to benefit from the reading; quite as much as one who wants to

to set out on a journey, it will be helpful if he knows from the map

of the countryside, so that he might more easily, safely, and pleasantly view all the

the particulars that then come into his sight. Finally, even

everyone can use those quick refresher lifts

writers, because there is always something that sticks

and it goes into the body and the blood.

10. Such brief contents from the writers could be

issued separately (for the needs of the poor or for those

who can't wade straight through thick books), and

could be attached to the writers in question to

he who is about to read it has first acquired a general

overview.

And they were intended for the students for private reading of the best

writers who deal with the same subject matter, and to make it

to all the professor's public lectures in the morning, he diluted

conversation again in the whole assembly in the afternoon hour;

i.e., let the learners ask questions, or somebody didn't understand something

enough, or paused over something or

found in his writer a dissenting opinion, supported by proper

reasons, whatever. There should be

allowed to everyone in the congregation (but in some order)

to answer and others to judge and pronounce whether

is a sufficient answer; it would be up to the professor, finally, as chairman, to decide the dispute. That would be all,

what many have read could be joined together, not only so that everything

for the common benefit of all, but also that everything

thoroughly remembered if it is to come to a really solid

achievements in the theory and practice of science.

12. Such a combined exercise can, it seems, be easily achieved

what we wished for last time and what all right-thinking people have long wished for,

that only those who are worthy should be admitted to public office. And this, I say, can be done when the matter does not depend on the private opinion of one or two,

but on the public co-consciousness and witness of all (the Greek word sydzétésis means common research).

13. In order to avoid any deception, it would be most appropriate, instead of the debates (which have gradually become a mere formality and have been arranged in advance) held for academic ranks, to present a candidate (or several at once) to the public without

The Chair. And then let the most learned and practiced

men state against them, whatever in their judgment contributes

to explore theoretical and practical benefits. At

e.g., they can ask them various questions from the text (the Holy Scriptures,

of Hippocrates, of rights, etc.): Where is this written, where this and that?

How does it coincide with this or that? If he knows any writer who is

of a deviant opinion? Which one? And what would he argue

against it? And how to decide the matter? And so on. And as

practical examination he shall be given various cases on matters concerning

with conscience, illness or legal disputes:

How would you do in this or that? And why is that? And let there be

...by the instances and variety of cases as they come up,

that he can judge things wisely and on the right basis

etc. Who wouldn't hope that they'd put in all their diligence

to know that he must submit to so public, so serious, and so severe

the test?

(14. About travel (for which we have designated a place either in this last

six years or after the end of it) need not be mentioned, except perhaps

that we like and with our reasons completely

agrees with the opinion of Plato, who did not allow youth to travel until they had shaken off all exuberance and had the discretion and agility necessary for travel.

15. Needless to say how necessary it would be

school of schools (Collegium lucis - association of light) or DIDACTIC COLLEGE, which should

to be based somewhere, wherever that might be, or which would be

at least, if there is no hope of it, we should cultivate in holy honesty

scholars who have devoted themselves to spreading the glory of God also in

direction, wherever they are, even without tracks. The goal of their work together

may the foundations of the sciences be more and more explored

in order that it may be purified and made pure after the generation of men

the light of wisdom to be spread with more glorious success, and that conditions

human have been improved by new useful findings. For

if we don't want to stay in the same place or even walk

backwards, we must think of continuing what we have successfully

Begun. But since neither one man nor one man

one age, more people will surely need to continue

in what has been started, by combined forces and gradually. This general college

would surely be to other schools what the stomach is to the members of the body, namely, the workshop of life, giving juice, life and strength to everything.