Every Child a New Riddle

13 lectures from June 25 to July 7, 2024

All sessions will include live interpretation into English, German and Spanish (except where indicated otherwise) and some sessions will be interpreted into Russian. Recordings will be made available for most sessions (except where indicated otherwise).

July 8 – from 3-4pm ET (US East Coast time) – Bonus Q&A session (EN)

Jan Goseschel

June 25 – Jan Göschel (EN with simultaneous interpretation into DE, RU, and ES) – Destiny and Development: Two Central Motifs of Steiner’s Course on Healing and Education – 100 years later, Steiner’s course remains a challenge, a source of inspiration and a provocation. What is the idea of development – individual development and world evolution – implicit in this course? And how can we understand the way Steiner speaks about karma in that context? Can we really transform past and future through mindful and creative action in the present moment? And if so, in what sense, and how? This lecture will explore these questions through the lens of the course and develop a new understanding of time as a foundation for social, pedagogical and therapeutic action.

Jan lives and works (mostly) at Camphill Special School’s Beaver Run campus, where he was a class teacher working with teenagers with developmental disabilities for about six years, before joining the Core Faculty of what is now the Camphill Academy’s Curative Education Program. Having been part of the long journey towards the formation of the Camphill Academy, Jan also now serves as its President. In addition, he carries responsibilities within the international network of professional education programs in anthroposophic curative education and social therapy under the umbrella of the International Curative Education and Social Therapy Council. This has given him the opportunity to work with colleagues all over the world and he has taught and consulted in the Americas, the Asia-Pacific region, Europe and Central Asia. Besides holding certificates in Waldorf education and anthroposophic curative education, Jan studied psychology, theology and social sciences at the University of Edinburgh, where he completed an MA (Hons) degree in Psychology. In addition, he holds an MA in Educational Leadership with Pennsylvania Instructional Certification in Special Education from Immaculata University and a Doctor of Philosophy degree in Special Needs Education and Rehabilitation Sciences from the Faculty of Human Sciences at the University of Cologne.

June 26 – Jaimen McMillan (This is a live-only session including participatory movement activities. It will be led in English and German by Jaimen McMillan, with translation into RU and will not be recorded) Movement is Magic – Rudolf Steiner, in his lecture series, Curative Education, indicated that there is a magical connection between the higher self and the forces of gravity. In this seminar we will move together to experience how levity can be born out of creating an unexpected relationship with gravity. Using the discipline of Spacial Dynamics we will investigate how one of the greatest feats of all is accomplished: the Human Upright.

Jaimen McMillan developed the discipline of Spacial Dynamics®, which studies the use of space in all human interactions. For nearly 40 years Spacial Dynamics has been applied in schools, therapy, business, and in world-peace efforts all over the world. He is the author of the book “Still Moving”, co-author of “The Fourfold Path to Healing”, and contributor to educational and medical publications. Jaimen directs trainings in Spacial Dynamics in 12 different countries, and lectures on the topics of health, movement therapy, leadership, and personal growth. His passion is using movement as a vital force for change, and spatial awareness as a means for self-development. Spacial Dynamics cultivates the subtle sense of self-movement and enhances the sense of balance.

June 27 – The program for the day is being reimagined. Please stay tuned for more information.

June 28 – Becky Rutherford (EN with simultaneous interpretation into DE, RU, and ES) – The Pedagogical Law as a Path to Healing – The so-called Pedagogical Law is one of the treasures of the Curative Education course. It is offered only in these lectures although its relevance is far reaching. It brings into focus two essentials for the curative educator. One is that the commitment to inner self development is fundamental for healing. The second is that our work always concerns itself with etheric forces.  This lecture will look to how the curative educator brings these fundamentals to consciousness and to action.

Becky has more than 5 decades of experience in centers and schools serving children and adults with a broad range of abilities. She was a teacher at The Camphill School for 25 years and previously worked as an Art Therapist in a variety of settings, both Anthroposophic and mainstream. She lectures internationally, supporting schools and trainings in Asia, Africa, and North America.

June 29 – Gleice da Silva (EN with simultaneous interpretation into DE, RU, and ES)Imaginative Pictures as a Diagnostic Path – This lecture will explore how imaginative pictures can support the educator in working with ‘illnesses of the soul’, in the words of Steiner: “Each single child will be for the educator a new problem, a new riddle. And the only way the educator can succeed in finding what they must do in the individual case is to let themselves be guided by the being in the child. It is not easy, but it is the only real way to work. And this is the reason why it is of such paramount importance that, as educators, we should take in hand our own self-education” (Lecture 4).

Gleice is a curative educator at The Camphill School (Beaver Run) in Pennsylvania, with a passion for (among other things) travel, stories, people, dance and anthroposophy. Having grown up in Recife, near the beaches at the easternmost corner of the Americas, she studied biology at the Universidade Federal de Pernambuco. After graduation, she spent two years exploring the world and volunteering in different projects in Angola, Mozambique and India. Eventually, she landed at the Sheiling School Ringwood, a Camphill community in England. She has been a part of the Camphill movement ever since – completing her Diploma in Curative Education through the Camphill Academy at The Camphill School, where she is now part of the school’s leadership. Gleice also holds an M.Ed. in Healing Education from Antioch University New England. In between teaching the children, she teaches adults in the Camphill Academy and in other professional education programs internationally. She particularly enjoys sharing with others the gift of healing stories and the power of storytelling and imagination to transform human situations.

  • 9:00am Chile/US East Coast/São Paulo, BR
  • 15:00 Central Europe/Central & Southern Africa
  • 18:30 India

The course will unfold over 90-minute sessions via ZOOM. You will receive a link to join through an email invitation. To view a tutorial on how to connect to Zoom on different platforms please visit this link.

Tutorial on how to connect to ZOOM

Simultaneous interpretation:

Tutorial – Simultaneous Interpretation on ZOOM

100 years later, Anthroposophic Inclusive Social Development has grown into a truly global movement. Your contribution, no matter the size, helps us offer live language interpretation for this lecture series to help us connect across the world.

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Please complete the form below to register and receive information on joining the lecture series. Please contact courses@camphill.edu with any questions.

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Curative Course 100th Anniversary

June 30 – Rüdiger Grimm (DE with simultaneous interpretation into EN, RU, and ES) – Remembering and forgetting: The significance of inner images for the relationship between self and world – A reflection on the 5th lecture of Rudolf Steiner’s curative education course. We are all familiar with momentary memory problems: how fragile the inner images are that help us to shape our lives on a daily basis. But what happens when you can no longer forget something: an experience that constantly comes to the forefront of your mind. Or when you can no longer visualize an earlier experience in your memory; although you know it is there, access to it seems to be lost. Rudolf Steiner made some surprising and far-reaching statements on these questions.

Dr. Rüdiger Grimm was a long-time member of the Camphill Movement in Germany, Secretary of the Curative Education and Social Therapy Council at the Goetheanum in Dornach and Professor of Curative Education at Alanus University of Arts and Social Sciences in Bonn. He is a member of several working and research groups and publishes on curative education and social issues.

July 1 – Doris Lange Unger & Leticia Santagata (ES with simultaneous interpretation into EN and DE) – 100 years after the Curative Education course. What still burns in our hearts? – This Course appears to us as a “living being”, which always shows new aspects of itself. We want to share guiding thoughts that motivate us as healing educators in our professional work and keep our hearts lit.

Doris Lange Unger’s passion for movement led her to graduate as a Physical Education teacher in Argentina. She then received a scholarship to travel to Switzerland and Germany, where she specialized in psychomotor skills. She also has training in Bothmer Gymnastics. In her career, she has served as a healing pedagogue and social therapist, dedicating many years to caring for children with special needs in private practice, focusing on incorporating movement into their therapy. She has also worked as a movement teacher and class teacher at the Clara de Asís Waldorf School in Buenos Aires. Later, she became an integral part of the therapeutic group at the school, helping integrate children and young people into school and social life. Her educational journey includes graduating with a Bachelor’s degree in Educational Sciences. Additionally, she co-founded the Cruz del Sur Curative Pedagogy and Social Therapy Seminar in Argentina and has taught numerous training courses in Latin America for PC (Pedagogical Curative) and TS (Social Therapy). For a decade, she represented Argentina on the Council of the Inclusive Social Development Movement. She furthered her qualifications by graduating as a biographical coach in Sagres, Brazil. Currently, she facilitates biographical modules, coaches individuals on their biographies, and is part of the coordination team for PC and TS training in Gita, Mexico. The first group under her guidance graduated in 2023, earning Goetheanum certification.

Leticia Santagata – A primary school teacher, after working in schools in Buenos Aires, she became interested in Anthroposophy and worked as a teacher and pedagogical advisor in a Day Center for people with disabilities, with an Anthroposophical orientation. She then completed training in Curative Pedagogy and Social Therapy and continued her professional development at the San Miguel Arcángel Waldorf School, where she was one of the pioneers in forming the Therapeutic team and practicing school inclusion. She finishes her studies as a Professor and Graduate in Special Education with a specialty in School inclusion at the University of San Martin in 2012.  “Ateneos”, has been one of the main topics of research and work. Leticia is one of the Coordinators of the “Cruz del Sur” Seminar on Curative Pedagogy and Social Therapy in Argentina and also a teacher there. She represents this training for certification at the International Training Circle in Kassel, Germany. She currently coordinates one of the Curative Education groups at the Gita Anthroposophical Center in Mexico. In 2023, she qualified as an artistic therapist and continues to work in that field.

July 2 – Bernd Kalwitz (DE with simultaneous interpretation into EN, RU, and ES) – Development in the field of tension between polarities – the struggle for balance – Rudolf Steiner describes human development as an oscillation between dissolving and condensing processes, always with the danger of falling into one-sidedness and being overwhelmed by it. The force fields behind these polarities can be found everywhere in the world as active forces. Recognizing them can help us to find counterweights for children who need our support in their one-sidedness. The point-circle meditation can sensitize us to discover them.

Bernd is a physician and social therapist with extensive clinical experience, supplemented by specialized training in social therapy. Served as director at Lebens- und Arbeitsgemeinschaft Vogthof near Hamburg, and as director of the Fachschule Nord in Kiel. Previously worked as a school physician in Hamburg, and currently holds the position of professor of curative education at the Alanus University, Mannheim Study Center.

July 3 – June Yu Pontius (EN with simultaneous interpretation into DE, RU, and ES) – Curative Education as the Remedy for the Digital Generation – An answer to the challenges in the digital generation – from education for the special needs to inclusive social development. Over the last 30 years, from 1990 to 2024, we have witnessed a generational change, and we are facing an unpredictable future. Based on the work with children and young people in an inclusive farm school in Taiwan, this presentation will look at how a learning community and a farm school can break open the walls of the classroom. We try to realize our task as teachers, therapists, and parents. We try to ask and answer questions: Who needs therapy? Who needs to be included? Are we able to be free in inclusion? Can we unravel the riddle of digital generation and work towards a curative community?

June, a Taiwanese native, is Director of the Taiwan Association for Curative Community (TACC). Having spent 12 years studying and living in Europe, she laid a strong foundation for her understanding and lifelong commitment to Anthroposophy. Upon returning to Taiwan, she embarked on a journey as an art teacher, art therapist, and translator, contributing to initiatives in Anthroposophic art therapy, Waldorf education, curative education, and biodynamic agriculture for three decades. Currently, her focus includes teaching at the Graduate Institute of Educational Art and Healing in the university and directing a small inclusive farm school. The digital era and the challenges posed by the pandemic underscore the need for creating a healthy environment for children to thrive. The Taiwan Association for Curative Community (TACC) is dedicated to preparing and collaborating towards this essential task.

July 4 – Tamara Isaeva & Pavel Halileenko (RU with simultaneous interpretation into EN and DE) – Study “Living thinking in practice”. Is the “Curative Education Course” held by Steiner 100 years ago still relevant today? – Where and how can we find confirmation of the thoughts and ideas of the course today? These questions gave us the idea of organizing a meeting entitled “Living thinking in practice”. At these meetings, we – curative educators with many years of experience, those who are just starting to work with children and adults, and parents – have shared stories we have experienced. We talk about the path we have taken, the path we are now taking, what has emerged, what topics were discussed and how we found the content of the “Curative Education Course” confirmed when discussing our stories.

Pavel Halilejenko completed his studies at the Taurida Humanitarian and Ecological Institute in Simferopol, specializing in Psychology, and graduated in 2012. He began his professional journey as a psychologist at the Dolphin Therapy Center, providing support to children with disabilities starting from 2013. In 2015, Pavel transitioned to working at a speech therapy center, where he played a pivotal role in introducing speech therapy programs tailored for non-verbal children. His commitment to holistic education led Pavel to pursue studies in anthroposophical curative education from 2019 to 2023. Since then, he has been actively applying his knowledge as a curative educator in Simferopol.

Tamara Isaeva, Ph.D. in Education, has a diverse educational background encompassing special education, speech therapy, anthroposophical curative education, social therapy, university teaching, and biographical consulting. Her professional journey includes the roles of a special education teacher and speech therapist at a psychoneurological institute with adults, as well as holding a scientific position at a research institute. In 1991, she transitioned into curative education, focusing on preschool children. In 1995, Tamara founded St. George’s School in Moscow, where she served as a class teacher and eventually became the school’s head, a role she fulfilled until 2016. Her leadership extended to being the Chair of the Association of Curative Educational and Social Therapeutic Organizations in Russia since 2005. Currently, Tamara is teaching at Moscow State Pedagogical University and conducting courses for anthroposophical curative educators and social therapists. She is the founder and head of the educational center “ANTROPOS,” which specializes in training curative educators.

white woman with short brown hair and white earrings. She is wearing a black shirt and standing in front of a green background

July 5 – Elizabeth Sanders (EN with simultaneous interpretation into DE, RU, and ES) – The Curative Education Course and Contemporary Models of Disability – In recent decades, the field of disability studies has critically examined societal understandings of disability as a human phenomenon. Through various “models” of disability, scholars have attempted to provide tools for both analysis and activism. The curative education course provides an initial window into what might be described as a critical “anthroposophical” model of disability. This presentation will explain how conceptual models of disability function, describe some of the most prominent models, and then compare these to what emerges in the curative education course and contemporary work in the Camphill movement and beyond. What can a critical “anthroposophic” model of disability may offer to our work in inclusive social development?

Elizabeth (Libby) (she/her) earned her BA in Religious Studies from the University of Texas at Austin in 2011. She joined the Camphill movement in the summer of 2011, first at Camphill Village USA in Copake NY and then The Camphill School Transition Program at Beaver Farm in 2013. Libby completed the Camphill Academy program in Curative Education in 2016 and became a member of the Core Faculty the following year. She lived at Beaver Farm until 2019, and during that time was a homemaker, vocational instructor, and policy researcher for the Camphill Association of North America. She is currently undertaking a PhD in Practical Theology with the University of Aberdeen. 

July 6 – Alan Thewless (EN with simultaneous interpretation into DE, RU, and ES) – Working with Universal Images of the Human Being – This talk will bring Steiner’s Curative Education Course into dialogue with indications given by Karl König in the ‘Village Lectures’ regarding inner work in the social/therapeutic realm, and with the zodiacal qualities that Rudolf Steiner so beautifully describes in ‘Guidance in Esoteric Training’ – qualities that relate to the virtues and the transformation of Self.

Alan Thewless was born in the North of England and through his childhood and youth developed a close kinship with the natural landscapes of Britain, especially its mountains. He studied Fine Art in Sheffield and Liverpool, and Education in Leicester. He studied Waldorf Education in London with Dr. Brian Masters and became a Waldorf teacher in 1984. Alan carries to the present day a deep involvement in education as a healing art. In 2002 he moved to the USA to study Therapeutic Education at Camphill Special School, Beaver Run and also to complete his studies in the Psychosophy Seminar with James Dyson, MD and William Bento, PhD. Alan is presently a faculty member of the Association for Anthroposophic Psychology. Alan has been a student of Astrosophy for over 30 years and regularly writes and gives courses, lectures and personal consultations on this subject internationally. He also has a deep interest in the therapeutic properties of music and for many years he has been crafting new musical instruments for children and adults, available through Tir-anna Musical Instruments. For nearly 20 years Alan has been involved in the work of the Eckersley Shakespeare Trust, which is devoted to research into the numerical and geometrical structure of Shakespeare’s Plays since this background came to light through the work of the late Sylvia Eckersley. Alan lectures and gives workshops on this subject in England, USA and China and teaches curative education, Astrosophy, Waldorf Education and Anthroposphy in several areas of the world. 

July 7 – Tho Ha Vinh (EN with simultaneous interpretation into DE, RU, and ES) – Inclusive Futures: Embracing Steiner’s Principles in Contemporary Curative Education”– A century ago, Rudolf Steiner’s groundbreaking course on Curative Education laid foundations for understanding the threefold nature of the human being—body, soul, and spirit—as essential in therapeutic and educational settings. Today, as we reflect on our experiences establishing a Camphill community in Vietnam, we find Steiner’s insights more relevant than ever. These principles guide us in fostering inclusion, compassion, and a holistic approach to diagnosis and therapy, addressing contemporary challenges and advancing the dignity of every individual in our diverse global landscape.

Dr. Ha Vinh is the Program Director of the Gross National Happiness Centre in Bhutan. He is an international speaker on Gross National Happiness (GNH), happiness and well-being, and moving beyond GDP. He has been the head of training, learning and development at the International Committee of the Red Cross. He has trained humanitarian professionals working in war zones and emergency response in Asia, the Middle East, Africa, and Europe. Dr. Ha Vinh is the founder and chairman of Eurasia Foundation, a humanitarian NGO developing educational programs for children and youths living with disabilities, as well as ecological projects in Vietnam, and is a Buddhist teacher (Dharmacharya) in Vietnamese Zen Tradition (Zen Master Thich Nhat Hanh). He is a visiting fellow in adult education and humanitarian work in several Universities (UCL/Belgium, Geneva/Switzerland, Schumacher College/UK, Mind and Life Institute/USA, Presencing Institute/USA). He has published several books and numerous articles on Gross National Happiness, Engaged Buddhism, and adult education.

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