The twelfth section at the Goetheanum, officially named the Section for Inclusive Social Development, was recently established to address interdisciplinary questions of social, educational, and therapeutic support and inclusion for people with disabilities and others at risk of marginalization. Led by Jan Göschel along with Bart Vanmechelen and Sonja Zausch, the section seeks to explore how individuals, cultural, and social institutions can function inclusively, promoting curative, or supportive education and broader social involvement.
Jan Göschel, whose background includes psychology, special education, and anthroposophical supportive education, brings a comprehensive approach to the section’s work. His early experiences in Camphill communities shaped by anthroposophic principles, involved working with both adults and children with disabilities. These formative years became the foundation of his professional journey. His expertise in curative education and his involvement with the international anthroposophical community, led to a leadership role at the Anthroposophic Council for Inclusive Social Development, which ultimately paved the way to the development of the new section. Jan was part of the founding Collegium of the Camphill Academy and continues to serve as its Board President.
Initially, the field of curative or supportive education concentrated on working with children and young people, but over time, support for adults with disabilities also developed. This shift led to a greater emphasis on social processes and how communities can be created to enable participation for all individuals, regardless of their abilities or biographical situations. This work came to be referred to as “social therapy,” though this term has always been seen as problematic because it suggested therapy aimed at individuals rather than therapy focused on the social environment itself, designed to enable participation. To better capture this approach, the term “inclusive social development” was introduced, reflecting the need to change social spaces to encourage involvement and shared creation. How must social space change to enable involvement? Jan outlines three levels of impact: the micro level (individual relationships), the meso level (work, community, and cultural contexts), and the macro level (the political sphere), all of which contribute to reorganizing society in a way that fosters inclusion and participation. “How can society be reorganized in this direction and what can we contribute to it?”
The founding conference of the section highlighted the growing international and intercultural nature of the field, with initiatives emerging in diverse contexts, often with limited resources but strong energy. This evolution brings the opportunity to rethink and adapt traditional forms of anthroposophical curative education and social therapy to meet the needs of today’s socio-cultural environments.
The decision to create a new section did not come quickly but evolved naturally as the field’s interdisciplinary nature became more apparent. While the work is not primarily medical, it does overlap significantly with medicine and therapy, as it does with general education and social work. The field has developed its own distinct professional identity that integrates social, educational, medical, and therapeutic aspects. The discussion and planning focused on how to structure this field within the larger context of the School of Spiritual Science, without initially deciding whether it should become its own section. While it might appear as a step away from the Medical Section, it is actually “a step into the School as a whole”. As Jan describes it,
“…the gesture is one of entering more deeply, not of separating, and that simply means that our relationship with the Medical Section, and how it is depicted, does not cease to exist, but it shifts. It will become a different kind of relationship. We will stand side-by-side and ask, ‘What are the overlapping topics, what are the common interests and also the socially relevant topics that need to be addressed in an interdisciplinary way so that we can even begin to tackle them?”
Areas such as child development, psychiatric issues in adults, and social psychiatry illustrate the need for integrated approaches. By fostering collaboration between the two sections, Jan hopes to strengthen the effectiveness of inclusive practices.
The section also draws on ideas from Rudolf Steiner’s work on curative or supportive education, which he developed over 100 years ago. His ideas are broadly described in the lecture series, with little direct instruction on concrete methods. It was an attempt to develop basic principles. Some theories are still not fully explored. However, they may become more accessible today, especially Steiner’s focus on how embodiment plays a role in development. Jan believes there is untapped potential in this phenomenological perspective, particularly in understanding how individuals relate to the world through their bodies and the importance of building strong relationships in educational, therapeutic, and social settings.
For more on embodiment in education, you can view Jan’s 2023 lecture on “Education for the 21st Century – Creating Resonant Spaces for Embodied Learning”
Presence in Uncertainty and the Idea of Karma
Drawing inspiration from the anthroposophical concept of karma, Jan suggests that practitioners in Inclusive Social Development approach situations with the belief in the possibility of positive development for the situation as a whole. This future-oriented view of karma points towards creative, participatory, developmental processes for individuals and social situations.
How can we become active in the creative process? Development is an ongoing process where the future is brought into the present, and individuals can actively participate in shaping and transforming the way they move forward together. This theme is connected to the concept of karma, not in its common, simplistic understanding, but as a means of bringing about change over time. The past is filled with patterns—such as personal behaviors and societal institutions—that affect how we act today. Initiating change is about either introducing new impulses or taking existing patterns in a different direction. The broadened perspective and the expanded time horizon that the notion of karma offers can provide individuals with a sense of space and maneuverability in challenging circumstances.
For more on karma as a developmental imaginary, view Jan’ lecture on “Destiny and Development: Two Central Motifs of Steiner’s Course on Healing and Education,” presented as part of the centenary lecture series for the Curative Course. Click here to view all of the contributions from the series.
Jan points out how difficult situations, such as working with individuals with complex needs or in crises, may at times bring feelings of uncertainty or even despair. However, this does not need to lead to resignation. If the focus shifts towards persevering through the uncertainty, by trusting processes of change, it becomes possible to stay present with a person or a situation, even if there is no clear solution at that moment. These principles apply not just to individual development, but also to the transformation of social structures. This is why continuing engagement is so important for social shifts, even when immediate solutions aren’t apparent.
You may listen to the original podcast on the founding of the twelfth section at the Goetheanumin in German or read the full English transcript here: https://inclusivesocial.org/en/podcast-is-online-space-for-inclusive-social-development/
