From Crystals to Crocodiles E-Book

Rudolf Steiner

• Herausgeber: Rudolf Steiner Press
• Kategorie: Ratgeber
• Sprache: Englisch
• Veröffentlichungsjahr: 2013

Beschreibung

The remarkable discussions in this volume took place between Rudolf Steiner and workers at the Goetheanum, Switzerland. At Rudolf Steiner's instigation, the varied subject-matter was chosen by his audience. He took their questions and usually gave immediate answers. The astonishing nature of these responses - their insight, knowledge and spiritual depth - is testimony to Steiner's outstanding ability as a spiritual initiate and profound thinker. Accessible, entertaining and stimulating, the records of these sessions will be a delight to anyone with an open mind.In this particular collection, Rudolf Steiner deals with topics ranging from crystals to crocodiles! He discusses, among other things: speech and languages; lefthandedness; dinosaurs; Lemuria; turtles and crocodiles; oxygen and carbon; ancient giant oysters; the moon, sun and earth; the Old Testament; the real nature of Adam; breathing and brain activity; dreams; sugar; the liver and perception; brain cells and thinking; cancer and its origin; diabetes; the eyes of animals; Paracelsus; alcohol, and migraine.

Leseprobe

FROM CRYSTALS TO CROCODILES...

Answers to Questions

Answers to Questions

Also available:

From Beetroot to Buddhism...

From Comets to Cocaine...

From Elephants to Einstein...

From Limestone to Lucifer...

From Mammoths to Mediums...

From Sunspots to Strawberries...

FROM CRYSTALS TO CROCODILES...

Answers to Questions

RUDOLF STEINER

Ten discussions with workers at the Goetheanum in Dornach between 2 August and 30 September 1922

RUDOLF STEINER PRESS

Translation revised by Matthew Barton

Rudolf Steiner Press Hillside House, The Square Forest Row, East Sussex RH18 5ES

www.rudolfsteinerpress.com

Published by Rudolf Steiner Press 2002 Previous English edition, translated by Joachim Reuter and revised by Sabine H. Seiler, published under the title The Human Being in Body, Soul and Spirit by Anthroposophic Press and Rudolf Steiner Press 1989

Originally published in German under the title Die Erkenntnis des Menschenwesens nach Leib, Seele und Geist, Über frühe Erdzustände (volume 347 in the Rudolf Steiner Gesamtausgabe or Collected Works) by Rudolf Steiner Verlag, Dornach. This authorized translation is based on the 3rd edition, edited by Paul Gerhard Bellman, and is published by kind permission of the Rudolf Steiner Nachlassverwaltung, Dornach. All drawings in the text are by Leonore Uhlig and are based on Rudolf Steiner's original blackboard drawings

Translation © Rudolf Steiner Press 2002

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior permission of the publishers

A catalogue record for this book is available from the British Library

ISBN 978 1 85584 365 3

Cover by Andrew Morgan Design Typeset by DP Photosetting, Aylesbury, Bucks.

Contents

Publisher's Foreword

Rudolf Steiner's Lectures to Workers at the Goetheanum

1 Discussion of 2 August 1922 On the origin of speech and languages.

Broca's discovery. Language learning in children. Imitation. Left-handedness and the pedagogical response to it. Relationship of languages in various regions of the earth to the cosmos.

2 Discussion of 5 August 1922 On the human etheric body. Relationship between brain and thinking.

Nutrition: destruction and revitalization of food. Consciousness and its connection with the ratio of white blood cells to red ones. Thinking activity during sleep. The breathing process and its connection to brain activity. Perception of dreams.

3 Discussion of 9 August 1922 The human being in relation to world formation and dissolution.

Origin of thoughts. Formation of crystals. Sugar and dissolving of sugar. Brain-sand: its formation and dissolution. Illness as excessive formative processes. The process of dissolution and ego-consciousness.

4 Discussion of 9 September 1922 The human being as body, soul, and spirit. Brain and thinking. The liver as organ of perception.

Life in brain cells and in white blood corpuscles. Dying away of the life in brain cells as precondition for thinking. Continuous replacement of matter and tissue in the human organism. Cancer and its origin. Overtaxing the memory in childhood and its relation to illness in later life.

5 Discussion of 13 September 1922 The perception and thinking carried out by our inner organs.

Hardening of the brain. Diabetes. Special character of the liver. The liver as our inner eye. The eyes of animals as thinking organs. The Roman Janus-heads.

6 Discussion of 16 September 1922 The processes of digestion in physical as well as soul-spiritual terms.

Transformation of substances. On Paracelsus. Alcohol. The causes of migraine. The major difference between human beings and animals. Salts and phosphorus as the most important substances in the human brain. Salts and their connection to thinking, phosphorus and its relationship to willing.

7 Discussion of 20 September 1922 On early earth conditions (Lemuria).

Dragon birds, ichthyosaurs and plesiosaurs. Birds, herbivorous animals and megatheria. The earth: a dead gigantic animal.

8 Discussion of 23 September 1922 On early earth conditions.

Turtles and crocodiles. Healing instincts of animals. Oxygen and carbon and their relation to plants and forests. The huge oysters living in the muddy earth soup. The moon: imagination and reproductive forces. The moon inside the earth and its expulsion. Preservation of moon substance in the reproductive force of animals and human beings.

9 Discussion of 27 September 1922 The earliest times on earth.

The earth before the expulsion of the moon. The sun as fertilizing force. Storing of sun forces inside the earth and the reproductive forces of earth creatures. The influence of the sun on the reproduction of plants and animals. The influence of the moon on the weather. Earth, sun and moon as unified entity. The earth as a living being.

10 Discussion of 30 September 1922 Adam Kadmon in Lemuria.

The earth once was like a huge human head. The earth received nourishment from the cosmos in the past and from the sun now. The head of the human embryo as picture of the earth. The human being was at one time the whole earth. Why people are so small. We are all descended from one ancestor. Misinterpretations of the Old Testament.

Notes

Note Regarding Rudolf Steiner's Lectures

Publisher's Foreword

The truly remarkable lectures—or, more accurately, question and answer sessions—contained in this book, form part of a series (published in eight volumes in the original German)* dating from August 1922 to September 1924. This series features talks given to people involved in various kinds of building work on Rudolf Steiner's architectural masterpieces, the first and second Goetheanums in Dornach, Switzerland. (The destruction by fire of the first Goetheanum necessitated the building of a replacement.) A vivid description of the different types of workers present, as well as the context and atmosphere of these talks, is given by a witness in the Appendix to the first volume of this English series, From Elephants to Einstein (1998).

The sessions arose out of explanatory tours of the Goetheanum which one of Steiner's pupils, Dr Roman Boos, had offered. When this came to an end, and the workers still wished to know more about the ‘temple’ they were involved with and the philosophy behind it, Dr Steiner agreed to take part in question and answer sessions himself. These took place during the working day, after the mid-morning break. Apart from the workmen, only a few other people were present: those working in the building office, and some of Steiner's closest colleagues. The subject-matter of the talks was chosen by the workers at the encouragement of Rudolf Steiner, who took their questions and usually gave immediate answers.

After Rudolf Steiner's death, some of the lectures—on the subject of bees—were published. However, as Marie Steiner writes in her original Preface to the German edition: ‘Gradually more and more people felt a wish to study these lectures.’ It was therefore decided to publish them in full. However, Marie Steiner's words about the nature of the lectures remain relevant to the present publication:

They had, however, been intended for a particular group of people and Rudolf Steiner spoke off the cuff, in accord with the given situation and the mood of the workmen at the time. There was no intention to publish at the time. But the very way in which he spoke had a freshness and directness that one would not wish to destroy, for doing so would take away the special atmosphere that arose in the souls of those who asked the questions and him who gave the answers. It would be a pity to take away its special colour by pedantically rearranging sentences. We are therefore taking the risk of leaving them as far as possible untouched. This may not always accord with accustomed literary style, but on the other hand it preserves directness and vitality.

In this spirit, the translator has also been asked to preserve as much of the original style, or flavour, as possible. This might mean that readers need to study a passage several times, trying to bring to mind the live situation in which the talks were given, before the whole can be fully appreciated.

SG

* 347-354 in the collected works of Rudolf Steiner, published by Rudolf Steiner Verlag, Dornach, Switzerland. For information on English translations, see the following list.

Rudolf Steiner's Lectures to Workers at the Goetheanum

GA (Gesamtausgabe) number

347

From Crystals to Crocodiles, Answers to Questions

(Rudolf Steiner Press 2002)

348

From Comets to Cocaine, Answers to Questions

(Rudolf Steiner Press 2000)

349

From Limestone to Lucifer, Answers to Questions

(Rudolf Steiner Press 1999)

350

From Mammoths to Mediums, Answers to Questions

(Rudolf Steiner Press 2000)

351

Nine of the 15 lectures in the German edition are published in

Bees, Nine lectures on the Nature of Bees

(New York: Anthroposophic Press 1998)

352

From Elephants to Einstein, Answers to Questions

(Rudolf Steiner Press 1998)

353

From Beetroot to Buddhism, Answers to Questions

(Rudolf Steiner Press 1999)

354

From Sunspots to Strawberries, Answers to Questions

(Rudolf Steiner Press 2002)

1. Discussion of 2 August 1922

On the origin of speech and languages

Good morning, gentlemen. Today we will add to what we have heard on previous occasions so that we will be better able to understand the full dignity of the human being.

I have explained roughly how nutrition and breathing work in human beings. We also talked about how closely connected nutrition is with our life and that it is essentially a process of taking in substances that then become lifeless in our intestines. These substances are then revitalized by the lymph vessels, and are transmitted into the blood as living substance. There this living nourishment encounters the air's oxygen. We take in air. The blood changes. This process occurs in the chest, and it is this process that gives us our feelings.

Thus life actually originates between the processes in the intestines and those in the blood. In turn, in the blood processes, that is, between the activities of the blood and the air, our feelings come about. Now we have to deal with the human mind as well and try to understand how it developed.

You see, understanding the external aspect of the mind has become possible only in the last 60 years. Last year, in 1921, we could have celebrated the sixtieth anniversary of this possibility. We did not, because in our time people are not very interested in celebrating purely scientific anniversaries. The discovery made in 1861 which we could have celebrated 60 years later, was an important scientific discovery. It is only in the last 50 or 60 years that one can speak about the things I wish to mention today. I remember it because it is just as old as I am. The discovery I am speaking of is the following.

I told you the other day how we can observe human beings. We do not need to experiment; all we need to do is pay attention to how nature itself experiments with people whenever they have any kind of illness. If we know how to look at what happens to the physical body when a person becomes ill in any way, we discover that nature itself arranged such an experiment for us and that we can gain insights from it.

Well, in 1861, when Broca dissected brains of deceased people who had speech impairments, he discovered that they had an injury in the third convolution on the left side of the brain.1

You know, don’t you, that when we remove the top of the skull, we can see the brain? This brain has convolutions. We call one of them the temple convolution because it is located near the temple. Well now, in every person suffering from speech impediments or muteness, there is some damage in this left convolution of the brain. This injury happens when someone has a so-called stroke. What happens in that case? The blood, which normally flows only through the vessels, is forced out through their walls and enters the tissue surrounding the vessels, where it should not be. Such a haemorrhage produces the stroke, the paralysis. In other words, whenever blood flows into the wrong place, into this convolution of the brain, it ultimately disables this temple convolution completely and prevents the person from speaking.

This is an interesting connection: human beings can speak because they have a healthy left convolution of the brain. We must now understand what it means when a person has a healthy left convolution of the brain. But in order to grasp this, we need to look at something else first.

When we examine this same area of the brain in small children who have died, we find that this portion constitutes a fairly uniform, mushlike substance, especially at the time before the child has learned to speak. As the infant gradually learns to speak, more and more small whorls develop here. They continue to form in an artful way. In other words, the left cerebral convolutions in the child who has learned to speak or in a fully grown adult are artfully structured.

Clearly, this means that something happened to the brain while the child learned to speak. And we should not think about this any differently than we think in ordinary life. You see, if I move a table from there to here, nobody would say the table moved itself this way. It would be just as wrong for me to say that the brain has formed these convolutions by itself. Instead, I must think about what has actually taken place and what caused it. In other words, I must ask why the left temple convolution developed this way.

You see, when children learn to speak, they move their body. In particular, they move their speech organs. Before that, when they could not yet talk, they were merely fidgety, cried, and so forth. As long as the child is only able to cry, its left convolution of the brain is still a ‘mush’, as I described it. The more the child learns not merely to cry but also to turn this crying into individual sounds, the more this convolution receives definite shape. As long as the infant simply cries, there is only brain mush in this area. When the child begins to utter sounds, this uniform mush is transformed into the artfully structured left portion of the brain we can see in healthy adults.

Now, gentlemen, the matter is like this: When children cry, the sounds they utter are mainly vowels such as A [as in ‘father’] or E [as in ‘met’]. When they merely cry like this, they do not need a developed left cerebral convolution; the children utter these sounds out of themselves, without having anything artful developed in the brain. If we pay some attention, we will discover that children initially make Ah sounds; later on they add those of U [as in ‘shoe’] and EE [‘bee’]. Gradually, as you know, they also learn to utter consonants. First they form the sound Ah; then they add M or W and say MA or WA. In other words, out of their crying children gradually manage to form words by adding consonants to the vowels.

And how do they form these consonants? All you need to do is pay attention to how you pronounce, for example, an M. You’ll see that you must move your lips. When you were a child, you had to learn this through imitation. If you say L, you must move your tongue. Thus you must always move some organs. From aimless movements the child must progress to regular movements, carried out by the speech organs in imitation. The more the child moves beyond the vowels formed in mere crying and utters consonants such as L, M, N, R, the more the left cerebral convolution is structured in an artful way.

Now we could ask how children initially learn to speak. They learn to speak only through imitation. They learn to speak, to move their lips, by imitating out of their feelings the way other people move their lips. All of this is imitation. This means that children take in, see, perceive what happens around them. And this perceiving, this mental activity, forms the brain. Just as a carver shapes a piece of wood or a sculptor works on marble and bronze, so the child's movements ‘sculpt’ the brain. The organs the child moves carry their movements right into the brain.

If I want to pronounce L, I have to use my tongue. The tongue is connected with the brain through nerves and through other organs. This L penetrates into my left cerebral convolution and produces a structure there. In other words, the L produces forms in which one section joins the next, almost resembling something like the intestines. The M produces spherical convolutions. So you see, these sounds work on the brain.

The movements of the organs the child activates through observation are at work here in the brain. It is very interesting that since it became known that a brain stroke damages the left cerebral convolution, thus destroying the ability to speak, it became possible to know that the formation of vowels and consonants by the child continuously works on this convolution. This in turn is based on the fact that the eyes and other sense organs perceive what takes place in the world around us.

And what happens in the world around us? Well, you see, whenever we speak, we are also breathing. We breathe continuously. And in this process, every breath first enters the human body, moves up the spinal column and enters the brain. This means that even while the child is crying— though as yet unable to pronounce consonants—this breath moves up and enters the brain.

What is actually entering the brain in this process? Well, blood, of course. As I explained to you in the last few days, blood flows everywhere. Through our breathing, blood is constantly being pushed into the brain. This activity begins the very moment we are born and even before, except then it occurs in a different manner. Anyhow, when we are born, we begin to breathe. This intake of air begins, which then pushes blood into the brain.

Thus we can say that as long as the baby's breathing merely pushes blood into the brain, it can only cry. Children begin to speak when not only blood is forced into the brain, but when they also perceive something through their eyes or any other organ, especially the ears. In other words, whenever they see another person move, children inwardly repeat this movement. At this moment not only the bloodstream goes up to the head, but another stream goes there as well, for instance from the ears—the stream of the nerves.

In the left cerebral convolution, like everywhere else in the human body, blood vessels and nerve fibres meet. The latter are affected by what we observe and perceive. The child's movements in uttering consonants reach the left convolution, that of speech, via the nerves. This area is structured by the combined effect of the breathing, which is carried there by the blood, and of whatever activity comes in through the ears and the eyes. In other words, blood and nerves together structure this brain mush beautifully. Thus we see that, at least in this particular region (and in fact the same thing occurs in other parts too), our brain is actually structured through the combined activity of perception (via the nerves) and of the constant intake of breath, which pushes the blood into the brain.

At this point, we also need to understand that this is how the child learns to speak, that is, by developing the left cerebral convolution. But, gentlemen, when you dissect a corpse, you will find that the right convolution of the brain, though symmetrically placed, shows relatively little structuring. On the one hand we have the left convolution, which is beautifully formed as I said before. On the other we have the right one, which throughout life usually remains the way it was in the young child, that is, unstructured. You can say that if we had only the right convolution we would only be able to cry. It is only because we so artfully structure the left convolution that we are able to speak.

You see, it is only when a person is left-handed and habitually tends to do most of his work with the left hand that, strangely enough, he will not lose his capacity for speech even when his left side is affected by a stroke. Dissection will reveal that in the case of this left-handed person, the right convolution of the brain was structured in the same way as the left convolution of right-handed people normally is. Movements of arms and hands, then, have a strong bearing on the formation of the brain.

Why is that so? You see, this comes about because when a person is used to doing a lot of things with his right hand, he does not merely do them with this hand, but he also gets into the habit of breathing a bit more strongly on the right side, of exerting more of an effort there. He also gets into the habit of hearing more clearly on the right side, and so forth. All of this merely points to the fact that the person in the habit of using his right hand develops the tendency to be more active on that side than on the left.

When a person is right-handed, the left convolution of the brain is structured; when he is left-handed, the right convolution is structured. What is the reason for this? Well, gentlemen, when you look at the right arm and hand and the head and the left cerebral convolution and then examine where the nerves are, you will find that there are nerves everywhere in the human body. If you did not have nerves everywhere, you could not feel warm or cold. These sensations have to do with the nerves. You have nerves everywhere in your body. They go up the spine and reach right into the brain. But the remarkable thing is that the nerves coming from the right hand lead into the left portion of the brain, and the ones in the other hand are connected with the right side of the brain. This is because the nerves cross. Yes, the nerves cross in the brain. For instance, if I do a gymnastics exercise or a eurythmic movement with my right hand or the right arm, I sense the activity through this nerve, but I become aware of it in the left half of the brain because the nerves cross.

Let us now imagine that a child prefers to do everything with the right hand. Then the child will also breathe a bit more strongly on the right side and will also hear and see a bit better on that side. The person will make greater efforts on that side and through his movements develop something that reaches into the left side of the brain. Now you only need to imagine that we have the habit of making certain gestures while speaking, such as Ah! [corresponding gesture]; or if we reject something: Eh! These gestures are sensed by our nerves. Now, the movements we make with the right hand while speaking are experienced by the left side of the brain.

By the same token, those of us who are right-handed tend to pronounce vowels and consonants more strongly with the right half of the larynx. Again these activities are taken in more vividly with the left side of the brain. This is why the brain, originally more like mush, is now a lot more structured. In contrast, we use the left side of our body much less, and that is why the right half of the brain is less developed and remains unformed. However, when someone is left-handed, the opposite process takes place.

These facts lead to important conclusions for education. Just think, when you have left-handed children (you will have a few of them), you must tell yourself that whereas all the others have a very artfully developed left convolution of the brain, in the left-handed children the right convolution is structured. When I teach writing, I use my right hand. In this activity, the right-handed children will merely reinforce what they have begun to develop in their left brain convolution when they began learning to speak. However, if I now force the left-handed children to write with their right hand, I will destroy the development that learning to speak has produced in their right cerebral convolution. Yes, this development will be destroyed.