{"title":"Steiner-Waldorf Education Titles","description":"\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/WDL_EDU_Steiner_Education_Image.jpg?v=1714970323\" width=\"350\" height=\"350\"\u003e\u003c\/p\u003e","products":[{"product_id":"9781621480037","title":"The Knottles","description":"\u003cp\u003eTwo children are going to sleep for the first time in their new home at the edge of a pine forest. As the full moon shines on the beautiful new pinewood floors, walls, and ceiling, they have the most surprising dream...Out of a large pinewood knot climb seven little Knottles, who are the guardians of the pine trees. The Knottles sing and dance with the children...Remember the pine trees, how they grow, In the summer, in the snow, Remember the pine trees, root in stone, Twig and limb, seed and cone, And a golden heart in every tree, Giving people wood for free. When the children wake up, they are inspired to plant pine tree seedlings with their parents, and they promise to take good care of all their trees  for evermore.\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782509101,"sku":"9781621480037","price":27.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621480037.jpg?v=1782626054"},{"product_id":"9781621480143","title":"Jonathan's Journey 2\/e","description":"\u003cp\u003eIt's Christmas Eve and it has been snowing all day. Jonathan is in bed with a cold. Just as he is closing his sleepy eyes, a little dwarf appears and invites him to the Inside Land, where he meets Father Christmas, who has a message for Jonathan, and also makes a promise to Squirrel, Rabbit, Bird and Mouse, who cannot find any food in the snowy woods. On Christmas morning Jonathan feels better and can't wait to play with his new sled. But is there something he's forgetting? Jonathan remembers the hungry animals out in the snow and fills his new sled with nuts, seeds, carrots, and all sorts of good things for them to eat. Everyone will have a Merry Christmas.\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782574637,"sku":"9781621480143","price":41.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621480143.jpg?v=1782626058"},{"product_id":"9781621480556","title":"Renovacion Escolar","description":"\u003cp\u003eTraduccion en Espanol de School Renewal Spanish translation of School Renewal  Como consecuencia de la actual crisis en educacion, la gente esta empezando a darse cuenta de que las escuelas abarcan mucho mas que la provision de conocimientos y aptitudes a los ninos. Las escuelas son comunidades y, como todas las comunidades, puede ser o no saludables.   Renovacion escolar aborda los problemas y desafios de una comunidad escolar. Mediante el empleo de cuentos, mitos y la experiencia personal de la educacion Waldorf, Torin Finser describe la forma en la que tanto maestros como padres afrontan problemas cotidianos como el agotamiento, los conflictos interpersonales y las trampas de la rutina.   Lo mas importante es que el autor hace hincapie en que una comunidad educativa debe llegar a un acuerdo con las numerosas dimensiones ocultas de cada individuo. Muestra como se pueden cultivar y alimentar estos aspectos poco entendidos de la mente con el fin de mantener viva la escuela y la educacion.   Renovacion escolar no ofrece formulas ni soluciones chapuceras. En su lugar, anima a una nueva manera de pensar acerca de la educacion y el crecimiento personal (para los ninos y los adultos que se preocupan por ellos).   \"...si se me pudiese conceder un deseo en nombre de la renovacion escolar, pediria una mejora significativa en la calidad del sueno de padres y maestros. Ningun otro cambio tiene un potencial mas beneficioso que el de eliminar el estado de agotamiento cronico que se produce a final de semana en la mayoria de escuelas\".   CONTENIDOS   Agradecimientos   1. INTRODUCCION Vidrieras de colores La taza de corazon de Ewen   2. LA HISTORIA DE SARAH Un dia en la vida Tres anos despues Mientras tanto, vuelta a la escuela No tener adonde ir   3. ES UN ACTO DE EQUILIBRIO Dos companeros de viaje Otro companero La chispa de la vida Tecnologia y fe Equilibrio   4. MIRARSE AL ESPEJO Los tres pelos de oro del Diablo El martir Cambio personal Necesito ser querido   5. HERRAMIENTAS PARA EL VIAJE INTERIOR Recuerde cuando Leer el destino Aprender de nuevo a rezar El sueno   6. RELACIONARSE ENTRE SI Los paisajes del alma Estar solo o acompanado Mentorizacion y evaluacion   7. EL APRENDIZAJE DE HABILIDADES DE GRUPO Etapas del desarrollo del grupo La separacion y el regreso Enmarcar Afirmar decisiones   8. LIDERAZGO Y COMUNIDAD Noches de padres Facilitacion Liderazgo La nueva comunidad   Notas\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782607405,"sku":"9781621480556","price":46.99,"currency_code":"AUD","in_stock":true}]},{"product_id":"9781621480631","title":"A Second Classroom","description":"\u003cp\u003eWhat does a healthy, successful school look like? Is it all about measurable outcomes, test scores, and pass\/fail grades set by the government? Can learning be quantified in short-term measurements or does real learning take years to manifest in a career or biography. All seem to agree that a healthy school is also a community and that community depends on the quality of relationships - chiefly the relationships among students, teachers, and parents.  This book features a comprehensive examination of the parent - teacher relationship in all its dimensions, from parent evenings and conferences to communication, conflict, and the life-cycle of parent involvement in their school. In between the chapters on practical advice are sections that consider the issues from a deeper, spiritual dimension. This book is intended to stimulate conversation, self-reflection, and relational practices that awaken community life in and around our schools. ________________________________________  \"The world of parent - teacher relations has grown more complex over the years and at its worst can feel like a minefield. Torin de-mines and demystifies the experience with information, insights, stories, and warmth, creating a safe passage for teachers and parents.\"  - Joan Almon, Waldorf educator and cofounder of Alliance for Childhood  \"Readers of my books will appreciate Torin's approach to parent - teacher relations. He looks at the key issues through various lenses and gives both practical and spiritual advice to all who seek to build healthy relationships around our school-age children. I highly recommend this new book!\"  - Thomas Moore, bestselling author of Care of the Soul  \"What Torin has so sensitively crafted here will give you greater simplicity and spaciousness in school community life. I highly recommend this book to all parents and teachers, but especially to those connected to Waldorf schools.\"  - Kim John Payne, M.Ed., author of Simplicity Parenting and Beyond Winning  \"This book is a call for parents and teachers to work more effectively together on behalf of our children. Torin uses a variety of approaches to stimulate conversation and help us strengthen the communities around our schools. I highly recommend this provocative book!\" - David Sobel, author of Place-Based Education: Connecting Classrooms and Communities\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782640173,"sku":"9781621480631","price":57.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621480631.jpg?v=1782626058"},{"product_id":"9781621481102","title":"Muck and Mind","description":"","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782672941,"sku":"9781621481102","price":57.99,"currency_code":"AUD","in_stock":true}]},{"product_id":"9781621481836","title":"The Child as a Sense Organ","description":"\u003cp\u003eThe initial period of childhood is essentially about adapting to and incarnating on Earth and establishing a provisional balance between the \"spiritual\" and the \"physical,\" between the prenatal cosmic and the earthly factors. During this time, according to Rudolf Steiner, \"all the forces of a child's organization emanate from the neurosensory system. . . . By bringing respiration into harmony with neurosensory activity, we draw the spirit-soul element into the child's physical life.\"    Peter Selg investigates how children's early experience of the world begins as an undifferentiated sensory relationship to their phenomenological environment. This aspect of a child's incarnation leads to leaning through imitation and to the process of recognizing \"the Other\" as a separate entity with which to interact.    In this cogent work, Peter Selg describes the early stages of childhood from the perspectives of conventional scientific and spiritual-scientific-- anthropological and anthroposophic--research with the purpose of encouraging a new educational attitude in working with young children. In his numerous references to early childhood development, this was Rudolf Steiner's most important and urgent purpose.            CHAPTERS    1. The Incarnation Process in the First Seven Years 2. The Imitation Process: \"Like an Eye that Touches\" 3. The \"Other\" as Active Opposite Counterpart 4. Education: The Challenge and the Approach  Appendix: Imitation and Life before Birth           \"Steiner directed attention to the special character of the senses in childhood, particularly in the first few years of life. Through their senses, children are fully exposed to (and to some extent at the mercy of) objects and people around them.... In many of his lectures, especially those dealing with education and developmental physiology, Rudolf Steiner emphasized that the anthropology of early childhood must not only recognize the child as a 'comprehensive' or 'universal' sense organ, but must also give that recognition top priority in any consideration of what is involved in the child's life and experiences. 'Children are completely like sense organs in how they take in the contents of their surroundings'\" (from chapter 2).\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782705709,"sku":"9781621481836","price":34.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621481836.jpg?v=1782626060"},{"product_id":"9781621482260","title":"With Stars in Their Eyes","description":"\u003cp\u003eIn this book readers will find not only a heart-filled rendering of the gentle ways young children have been traditionally raised and educated, but also cutting edge research that supports these practices. With love as the foundation, and through the neural tapestry created by joyful movement, music, art, stories, and play, we feed and bathe the brain of the young child. These deep connections with life are woven together during childhood to become the wholeness we call \"I.\"   Each chapter offers ideas for bringing this new science and these time-honored ways into the home and classroom. Parents, educators, and everyone who has ever loved and cared for a child will find research, humor, wisdom, and a new paradigm that marries ageless wisdom with the new science of the human brain and heart.   CONTENTS:    How to Use This Book   PART ONE   Introduction: The Science of Connection 1. Gentle Ways and Hard Science for the Early Years 2. The Love Connection 3. The Nature Connection 4. The Spiritual Connection   PART TWO   Introduction: The Science of Childhood 5. Exploring Self and the World through the Senses 6. Making Sense of Self and the World through Movement 7. Art and Stories: Tools to Imagine the Self 8. Creative Play: The Art and Practice of Becoming Oneself   Conclusion Appendix Notes Color Images\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782738477,"sku":"9781621482260","price":64.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621482260.jpg?v=1782626063"},{"product_id":"9781621482307","title":"Parables","description":"\u003cp\u003e\"One could say that a parable contains a larger lesson in a bite-sized portion. Using other words, a parable is a simple short story used to illustrate a moral or spiritual lesson.... The word parable can be traced back to Middle English and Old French origins as parabole and to the ecclesiastical Latin sense of parabola, meaning \"discourse, allegory, or comparison.\"... Parables use comparison, allegory, imagery, analogy, or a short story to convey a larger meaning.\" (from the book)   Torin Finser writes that parables involve \"looking down\" (or out) to find an often-overlooked object, and then \"looking up\" to the eternal truth that can be brought down to children. How can we do both? Can we teach our children to see not only what is on the desks before them, but also what surrounds them in nature and in circles above them in the starry heavens and beyond? Parables may help us!           CONTENTS:    Preface  What is a Parable?  Why Parables?  Objective and Subjective  Parables and Nature  Some Examples  Forming a Parable  In Praise of Science  Another Way  The Unknown  Parables and Time  Parables through the Season  Parables and Self-development of the Teacher  Conclusion\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782771245,"sku":"9781621482307","price":23.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621482307.jpg?v=1782626064"},{"product_id":"9781621482376","title":"Commentary on Rudolf Steiner's Agriculture Course","description":"\u003cp\u003eIn these eight lectures, Dr. Scharff offers a profound overview of biodynamic methods, including the philosophy and esoteric foundations, as well as the most practical matters. In lecture 5, for example, he delves deeply into the biodynamic preparations discussed by Rudolf Steiner in his Agriculture Course, exploring each one individually:    500 - manure placed in the sheath of a horn 501 - silica placed in the sheath of a horn  502 - yarrow placed in the sheath of a bladder  503 - chamomile placed in the sheath of an intestine  504 - nettle placed in the sheath of peat-earth  505 - oak bark placed in the sheath of a skull  506 - dandelion placed in the sheath of the mesentery  507 - valerian scattered in the sheath of the air    For those who are interested in or are wish to practice biodynamic farming or gardening methods, this collection of eight lectures by Dr. Paul Scharff will become an invaluable companion and guide.   FROM THE BOOK:    \"Let us turn to the first lecture [of the Agriculture Course]. For a long time, I rather puzzled about the introduction. Rudolf Steiner begins by talking about the being of Anthroposophia. He indicates that what he is giving is actually a gift of this being. Most think of Anthroposophy as a body of knowledge, not as a spiritual being who imparts knowledge. The course thereby seems to be a product of the exchange between Rudolf Steiner and a spiritual being who gives the anthroposophical content out of the spiritual world.... Who is the being who carries the wisdom of the human being, can share this with initiates such as Rudolf Steiner, and then help us to understand the task of working with the earth, enculturating the earth? How can this being help evolve a new agriculture?\" (lecture 1)   \"As we open the Agriculture Course to contemplate the earth, we immediately come upon the problem of economics. We can close the course by contemplating the cancer of the human organism and the cancer of the economic process, the unfolding of useless production and overproduction. On the one hand, there is overproduction and cancer. Such is the northern evolving economic world. On the other hand, in the third world and undeveloped countries there is stagnation, a dreaming, an unfolding of dream-heads that cannot unfold the earth. The intellect of the West, the potato head, will try to go to the undeveloped countries to unfold new economic processes. The problem will be that there will be a tendency to use the same type of intellect and the same type of economic thinking that will lead to an overproduction and a wasting and draining of the earth's resources that have not been developed. We see this already with the destruction of the rainforests, and the introduction of high-tech agriculture in third-world countries. Fortunately, a few are waking to the problem. Hopefully in what is given in this course we can find a way for a proper unfolding in the third world countries.\" (lecture 8)\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782804013,"sku":"9781621482376","price":57.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621482376.jpg?v=1782626065"},{"product_id":"9781621482444","title":"The False Door Between Life and Death","description":"\u003cp\u003eWhen a school community loses a child, parent, or teacher, the experience can be devastating to the whole community. Few things in life can prepare anyone for such a tragedy. Teachers and parents often struggle with how to speak with the children and may have important questions, such as:    What is the best way to work with grief?  What happens after death?  How can we stay connected?    Working through shock, grief, and even depression is a necessary step in life following a death in one's community.   Torin Finser--long-serving faculty member of the Waldorf Teacher Edu-cation Program at Antioch University New England--presents stories, fairy tales, personal anecdotes, and even the Egyptian Book of the Dead to help children and adults deal with loss through spiritual insights into the meaning of death and suggestions for how a school community can build resilience by coming together after the loss of a colleague or fellow student.   The False Door between Life and Death is an indispensible resource to prepare teachers and par-ents who are likely to face a death at some time in their community.   CONTENTS:    Preface: The False Door   Personal Experiences of Death When a Child Dies Talking with Children about Death One Day at a Time Children and Grief Spiritual Perspectives on Death The Legend of Baldur The Golden Casket More Stories that Help Children with Loss Adolescent Boys and Death The Open Door (by Karine Munk Finser) How to Stay Connected Conclusion   Appendices    Verses for the Dead; Mistletoe \"The Juniper Tree\" by the Grimm brothers \"The Odor of Chrysanthemums\" by D. H. Lawrence When a World Tragedy Comes into a Child or Teen's World Bringing Death Home\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782836781,"sku":"9781621482444","price":46.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621482444.jpg?v=1782626066"},{"product_id":"9781621482543","title":"How the Future Can Save Us","description":"\u003cp\u003eIn this book, Stephen Sagarin clears away a few cobwebs to reveal the art, the living heart, and profound hope contained in the educational impulse known as Waldorf education. With brisk and insightful essays—written by a man clearly working in the midst of his subject matter—he moves through seven core themes of youth education—growth, method, curriculum, terms, principles, governance, and administration—and ends with a hopeful look at the future.Employing pithy observations, bold myth-busting insights into key terms (what they mean and do not mean, including “math gnomes”), child development, and much more, How the Future Can Save Us is an engaging and exciting read for both new and experienced teachers, parents and caregivers, and any student of education. It offers a fresh, hopeful, unconventional, and reinvigorating take on Waldorf education—where it comes from, what it means today, and how it still holds promise for the future.\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782869549,"sku":"9781621482543","price":46.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621482543.jpg?v=1782626069"},{"product_id":"9781621483250","title":"Introductions to Eurythmy","description":"\u003cp\u003e\u003cstrong\u003eIntroductions to eurythmy performances, 1913-1924 \u003c\/strong\u003e\u003cstrong\u003e(CW 277a)\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\"It certainly is not our wish to compete in any way with any other form of dance and such that might superficially resemble what we are doing. We know very well that our contemporaries are able to offer something much more polished than what we can offer within our own specialized realm. But the point for us is not to present something that already exists in some other form. The point is to create a special form of art, called forth by movements of the human body, by the mutual movements and positioning of artists divided up into groups.\" (Feb. 24, 1919)\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThis volume features introductory addresses given by Rudolf Steiner to the first audiences of the newly minted art of eurythmy. Before each eurythmy performance at which he was present, Steiner gave such an introduction. His intention, as he remarked on several occasions, was not to elucidate the meaning of eurythmy intellectually--a vain and inartistic endeavor--but rather to orient the audience to this new undertaking in the realm of art. Steiner took many approaches to this end, describing in his introductions a range of themes, from the origins of eurythmy as a Goethean art form to its role in pedagogy and therapy. As this volume gathers a large collection of these introductions, repetition is inevitable but not without value. A slight nuance of expression can awaken new insight.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eFrom its inception, Steiner emphasized that eurythmy would be \"a matter of \u003cem\u003ethe word\u003c\/em\u003e, not [of dancing to] music.\" Later, he called eurythmy \"the art that has grown entirely from the soil of anthroposophy.\" In these introductions, he stresses the connection of this new art form with Goethes concept of metamorphosis:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\"We need only recall how it was that Goethe rose up to the idea that each individual organ of the plant should be viewed as a transformation of the other organs that manifest within the same plant.... If we permeate ourselves with the intuitive insights latent within this view of nature, then it is possible to transpose this insight into artistic feeling and artistic form. That is what our art of eurythmy has attempted to accomplish with regard to certain artistically formed movements of the human body itself. And our way of attaining that ideal is by here transposing into movement what Goethe initially intuited within the realm of form.\" (Feb. 24, 1919)\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThis is just one of the many keys to unlocking the open secret of this new art form--inaugurated a century ago but still in its infancy--with applications in the fields of education and therapy. Given as they were to a broad range of audiences, these introductions speak to everyone interested in expanding the possibilities of artistic expression through the greatest instrument of all: the human being.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\"Here nothing is a spontaneous expression; rather, everything has been submitted to an inner lawfulness...the heart of the matter is that everything subjective, everything arbitrary has been excluded from our art of eurythmy.\" (Feb. 24, 1919)\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThis volume is a translation from German of \u003cem\u003eDie Entstehung und Entwickelung der Eurythmie\u003c\/em\u003e (GA 277a).\u003c\/p\u003e\u003cbr\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782902317,"sku":"9781621483250","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621483250.jpg?v=1782626070"},{"product_id":"9781621483694","title":"Waldorf Education and Anthroposophy 1","description":"\u003cp\u003e9 lectures, various cities, February 23, 1921-September 16, 1922 (CW 304)  This is the first of two previously untranslated volumes of Steiner's public lectures on Waldorf education. Readers familiar with Steiner's lectures for teachers will discover here how Steiner presented his ideas to the general public with surprising directness.   Teaching, Steiner says, should be artistic, creative, and improvisational--not dogmatic. Nonetheless, he is clear that \"the great battle\" has to do with the spiritual nature of children. He discusses themes such as understanding the role of health and illness in education, as well as the three major phases in child development: imitation, authority, and freedom.   Also included are also two lectures Rudolf Steiner gave in England on Shakespeare and new ideals in education.  German source: Erziehungs- und Unterrichtsmethoden auf Anthroposophischer Grundlage (GA 304).\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782935085,"sku":"9781621483694","price":65.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621483694.jpg?v=1782626071"},{"product_id":"9781621483700","title":"Waldorf Education and Anthroposophy 2","description":"\u003cp\u003e12 lectures, various cities, November 19, 1922-August 30, 1924 (CW 304a)   The Waldorf school movement was gaining increasing recognition by the time these public lectures on Waldorf education took place. In this collection, as in the previous volume, Rudolf Steiner is outspoken about the spiritual nature of human beings and the world--including the spiritual nature of Waldorf education.   Original German source: Anthroposophische Menschenkunde und P?dagogik  (GA 304a).\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782967853,"sku":"9781621483700","price":58.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621483700.jpg?v=1782626072"},{"product_id":"9781621483755","title":"Listening to Our Teachers","description":"\u003cp\u003eThis book (first published as \u003cem\u003eSilence Is Complicity\u003c\/em\u003e) began life at an Antioch University Waldorf program for educators to introduce students to action research, a philosophy and methodology for transformative change through the process of taking action and doing research. This revised and expanded edition focuses on research and the inner life, indigenous research methods, and much more--all to empower teachers and support their enthusiasm for learning and developing new curricula. Teacher research goes beyond personal understanding to a level of documented inquiry that holds up to public scrutiny while also challenging misguided funding, tests, and legislation.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTeachers today are caught between \"best practices\" as recognized by dedicated educators and the arrogance of standardization imposed regardless of the students unique capacities. Good teaching is interactive--watching and observing the children leads to innovative lesson plans and creative group activities.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTeachers must have a chance to research, share their findings, and advocate for change. The author makes the case that the time is right for educational renewal: \"Research is not just about out-comes and school reform. This is an opportunity for awakening, for inner development. In this regard, there are truly no limits to knowledge--no boundaries around personal growth.\"\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThis volume is a revised, expanded, and updated edition of \u003cem\u003eSilence Is Complicity: A call to let teachers improve our schools through action research--not NCLB, \u003c\/em\u003epublished in 2007 by SteinerBooks.\u003c\/p\u003e\u003cbr\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414783000621,"sku":"9781621483755","price":39.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621483755.jpg?v=1782626075"},{"product_id":"9781621483779","title":"Elder Flowering","description":"\u003cp\u003eThe \"social art\" of biography work has grown from the insights of Rudolf Steiners spiritual science—insights that have proved useful in identifying and exploring the archetypal rhythms and milestones of human life. The most well-known, even obvious, of these are the roughly seven-year rhythms of early childhood, childhood, and adolescence, culminating in the transition to adulthood around the age of twenty-one.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eBut this and other archetypal rhythms continue to unfold throughout life, perhaps more subtly and certainly in the most differentiated and individualized of ways. These have often been explored, especially as they pertain to the \"active years\" of adulthood. But less has been written about the so-called elder years. 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He discusses soil preparation, the selection of trees for planting, issues of transplanting and pruning, the application of pastes, green cover crops, and pest control, before describing the key biodynamic preparations and how to spray them with greatest effectiveness.Michael Maltas ran fruit tree experiments on his biodynamic farm in Missouri for four years. The results are recorded in a highly practical annual spraying schedule for orchards, which is reproduced in this book. A month-by-month calendar gives information on specific methods and controls, based on Maltass extensive experience.This is an invaluable book with practical advice on all aspects of planning and maintaining a healthy orchard.A thoroughly revised and updated edition of 'Biodynamic Treatment of Fruit Trees, Berries and Shrubs' by Ehrenfried Pfeiffer and 'Orchard Pest Management and Spray Schedule' by Michael Maltas.\u003c\/p\u003e","brand":"FLORIS BOOKS","offers":[{"title":"Default Title","offer_id":43414802137133,"sku":"9781782500018","price":35.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781782500018.jpg?v=1782626856"},{"product_id":"9781782500087","title":"Attack of the Giant Robot Chickens","description":"\u003cp\u003eWhy did the chicken cross the road?TO TAKE OVER THE WORLD!!!The city of Aberdeen is being terrorised by giant robot chickens who want to peck out every last sign of human resistance. 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They were also anxious that, in their meticulous recording of the games, the spirit of the play, the zest, variety and disorderliness, should not be lost. The result was their classic work Children's Games in Street and Playground. It records games played in the street, park, playground and wasteland of more than 10,000 children from the Shetland Isles to the Channel Islands, although the majority of the information comes from children living in big cities such as London, Liverpool, Bristol and Glasgow. It focuses initially on starting a game, and games involving chasing, catching and seeking, and includes favourites such as The Dreaded Lurgi, What's the Time Mr Wolf, Stuck in the Mud, and British Bulldog. The book goes on to look at games involving seeking, hunting, racing, duelling, exerting, daring, guessing, acting and pretending. In all around 125 games are described in detail including the rhymes and sayings children repeat while playing them, together with the different names under which they are played. Brief historical notes are also included where relevant. The children of the 1960s, the Opies noted, are often thought 'to be incapable of self-organization, and to have become addicted to spectator amusements' to the extent that adults must be relied on to provide play materials, ideas and time to play with them. The same attitudes are still widespread today with our concerns about television and computer games, and the middle-class parental impulse to fill our children's days with organised classes and play dates. 'However much children may need looking after, they are also people going about their own business within their own society.' 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His stunning watercolours of his home and family from the end of the nineteenth century are acclaimed as one of the richest records of life at that time. The paintings in this book are a combined collection which depict Larsson's family -- his wife Karin and their eight children -- his home in the village of Sundborn, and his farm, Spadarvet. 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