History
- Distinguish clearly between the foundational work with students in grades 9 and 10 and developmental (especially cognitive) activities in grades 11 and 12.
- Nurture the individual in the group while they construct a group of individuals.
- Recognize the forces at work in the flow of history: the combined cultural-economic-legal sphere in the Sentient Soul period; the emergence of ‘discrete’ legal sphere in Intellectual Soul times; the emergence of ‘discrete’ economic sphere in Consciousness Soul times.
- Read history through its developmental phases.
- Return to the question about the nature and use of anthroposophical historiography.
- Explore the use of classroom accommodations for students with learning differences.
- Consider the relationship of history and ecology.
- Teach at least one lesson.
- Critique one important historian, Eastern or Western, from the last 2,000 years as a classroom report.
