Physics & Geometry
Do you ever wonder what relations there are between the time of
physics and that of human experience?
For an In Depth Look at Geometry
Adolescents need a
community of specialists and parents should look for outside sources for
them to further their learning. During this time, instead of relying
largely on textbooks, Waldorf teachers choose specific subject matter
for the students in the class. They create living, breathing pictures of
biographies, events, facts and phenomena. Adolescents need freedom to
move around the city, even outside it, for a farming block, for example.
Broad indications given by Dr. Steiner, and expanded upon by other
Waldorf high schools, determine the curriculum best suited for the vital
questions facing all ninth, tenth, eleventh and twelfth graders.
Competitive sports play
an active role in the life of the Waldorf teenager and this is a healthy
time for outside sports or teams. Adolescents should also have
opportunities to be of service in their larger community.
Adolescents need to be
guided through the exciting, sometimes challenging transition from
childhood to adulthood. Their ideals, emerging with such heat and
passion must be recognized and supported. The unfolding young person is
helped to find meaning in the world, in his or her own life, and feels
that he or she can make a difference in the world.
Ninth graders think in polarities; the world is black or
white. Contrasts interest them, and they seek to define, summarize and
form opinions about the here and now of the modern world. They are
fascinated with power and beauty, especially in their thinking.
Tenth graders’ thinking capacities begin to loosen and become more
flexible. They gain the ability to compare and find similarities, where
once they saw only differences. They grasp the process of
transformation, and wonder how the world around them–language, laws,
culture, the earth itself, and even their capacity to think–developed
into what they experience today.
By the eleventh grade, the students are fully developed thinkers–quick
to analyze and synthesize information, and to utilize their power to
reason. Eleventh graders want to know why things are as they are.
They need to know the intentions that lay behind the world in order to
define themselves, their opinions and ideals. They are ready to think
about what is invisible to the eye and transparent to thinking. They
also begin to take responsibility for themselves, to explore and find
their identities as individuals.
Twelfth graders gain
perspective in their thinking. From their new-found sense of
individuality they are capable of finding their place within the
community. Their consciousness of self expands into a world
consciousness. They are able to use their powerful thinking to see the
world from many vantage points and, at the same time, to recognize their
own. As they begin to understand the complexity of the world, they look
to understand the individuals responsible for working with society’s
issues. In this way, the students will define their own point of view,
make judgments and define their ideals.
What is Science?
Do you wonder? here are some viewpoints from the theory of
science. A very interesting read.