Drawbridge and Portcullis: Thresholds of Sleeping and Waking Consciousness
In many cultural traditions, the transitional moments of twilight––dusk and dawn––are revered as a sacred or meditative time when the temporal and the earthly brush up against the eternal and the cosmic. As the sun falls asleep each evening beyond the curve of the western horizon, the vast planetary and starry realms of the spirit gradually come into view. But as the “rosy dawn”, accompanied by Venus the Morning Star, heralds the return in the east of the radiant daytime sun, the star-studded celestial firmament dissolves into a period of invisibility. In this precious twice-daily transition, we are granted a fleeting glimpse of dynamic realms normally inaccessible to direct experience.
Revisiting & Reconsidering Betty Staley’s Classic Models in the Light of our Modern Moment
Teenagers are amazing. They brazenly practice defiance in the face of dusty authority. And during the high school journey they transform from children into capable young adults, yearning to make a difference in the world – and capable of making one! And Waldorf educators are amazing too. We dedicate our lives to our students. We get paid next to nothing to do some of the world’s most vital work. And so, Betty Staley would tell us, there’s no reason to panic, and certainly no reason to give up. Rather, let’s all take a deep breath. And then let’s dive back into the wonderful work that lies ahead.
Climbing Aboard the Yellow School Bus: Reflections on Waldorf Schools and the “Deep Structure” of Schools
In many ways, Steiner radically reimagined education. There are signs that the pressing needs of our time are calling for us to do the same. The need to reimagine may be evident, but our ability to do so is less straightforward. The institution of school is deeply ingrained in our consciousness. Eisner (2002) observed that most adults have a “yellow school bus” image when it comes to conceiving what teaching, learning, and schools should or could look like.
A Message from Kairos: Therapy and Traumatology: Schooling Courage
Then the boy spoke: “The star took the cat up, and it woke up inside the star, with the angel… and they were inside a flower. The angel said, ‘Come dance with me.’The cat said, ‘I can’t, I don’t know how.’The angel said, ‘Try.’ And the angel took him by the paws… and they danced, and danced, inside the flower.”
CFA Updates
Good news to share on Center for Anthroposophy’s Annual Appeal: We are delighted to have surpassed last year in terms of the total dollar amount raised and the number of donors! It is not too late to give……. Please use our QR here or go to our website to donate. https://centerforanthroposophy.org/make-a-donation/. We are delighted to announce the appointment of Deborah Dornamann as our next Building Bridges director as of August 1, 2026. She will assume this position after helping coordinate the program this past year, as well as successfully leading our successful Explorations Program this past year. We are ever so fortunate that she will lead and coordinate the offerings of these two introductory programs.
Leadership and Community Development Residency in the Greater Bay Area of California!
We are excited to announce our first ever leadership and community development residency in the greater bay area of California! The Yuba River School will be hosting us September 17-20, 2026= with a possible second residency in 2027. The virtual sessions begin May 9 with a one-hour welcome and orientation. The complete schedule can be found on our website: https://centerforanthroposophy.org/wp-content/uploads/2026/03/WLCD2627Yuba-River-Link.pdf
KARMIC RECONCILIATION: CLEARING A PATH FOR DESTINY by Torin Finser
In this powerful new book, the culmination of personal study and reflection, Torin Finser makes the case that Waldorf schools are often karmic communities. They are chock full of opportunities to transform karmic obligations that we bring with us from the past, to wisely facilitate karmic encounters, and thus to attain a freedom that will allow us to “move more readily beyond the boundaries of our personal self and allow liberated soul forces to flow into the social life” In this way the path to our true destiny is cleared.
Rachel Freierman: Cultivating The Relationships Between Child, Curriculum, & the Living World
Rachel joined Northeast Woodland Chartered Public School, a public Waldorf-inspired school, where they found a setting that allowed them to integrate environmental education, child development, and artistic practice into a coherent whole. Rachel’s work stands as a living example of how Waldorf education can take root in new soil, adapting thoughtfully without losing its essence. Through their dedication to environmental education, artistic practice, and community life, they help both children and adults remember that learning is, at its heart, a relationship with the living world
Message from the Executive Director
How do we keep an all important sense of hope, love, beauty, and care for all living beings alive in our students as they and we are barraged by an outer reality that can feel overwhelming? How much to protect and how much to let in? How do we strengthen our students so they inwardly feel ready to meet the world in which they have chosen to incarnate?