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An outline of kid improvement and its connection to curriculum in response to the foundations of Waldorf/Steiner schooling.

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46 (Figure #5) V. The fifth stage is one of an awakening of inner activity into self expres sion; the form reaches a capacity for creative activity through its highest degree of complexity; the entity relates to and is concious of sentience. 47 (Figure #6) VI. The sixth stage is one of ordering and balance; the form begings to achieve mutual interaction through pattern; the entity becomes aware of and relates to gesture, life, and rhythm andinteraction with the environ ment is achieved. 48 (Figure #7) VII.

22 The development of an entity’s form and that of its relationship to its environment are in many ways complementary. g. a seed). As the initial form develops, it normally achieves an ever-increasing spatial extension. Its relationship to the environment, in contrast, begins with a condition of virtually complete unity with its outer surroundings in the widest pos sible sense (the embryo). As the entity gains increasing distinction and character, the range and intensity of this relationship normally decreases; the entity pulls back from its environment as it grows out into it.

The soul is faced with the sobering task of taking up and transforming its own undeveloped nature. 63 There is now a kind of exchange or conversation between the Lesser Guardian, whose duty it is to ensure that the soul takes up again the destiny which it created in its previous existence, and the Greater Guard ian, representing the beings who have gathered a microcosm of the spir itual world intended as a sheath for the soul. Both guardians seek to influence the formation of the incarnating soul’s spiritual sheath.

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