“Traumas are extreme borderline experiences on the border of life and death. A wound is an opening through which heaven and hell can reveal themselves. It is a standing on a threshold that is often described as a near-death experience. This threshold can be overcome through meditative practice approach. Then the threshold experiences occur self-selected, voluntary and prepared. In trauma, the break-in of new dimensions of perception into consciousness occurs involuntarily and unprepared. A primal fear of destruction arises. The previous self-image and worldview are shattered.

Traumas can destroy a person, but if dealt with appropriately they can also lead to personal development. They cannot be understood without the dimension of spirituality.

With anthroposophy, Rudolf Steiner described scientific methods of expanding consciousness that can expand psychotraumatology to include the dimension of spirituality.”

What is the spiritual secret of the wound? Why is trauma a near-death threshold experience?

What is the relationship between trauma and karma?

When is trauma truly overcome spiritually?

• Trauma as Wound
• Trauma as Borderline Experience
• Trauma as Threshold/Near Death Experience
• Encounter with the “shadow” (Jung) and the “shadow” as Trauma experience
• The Paradoxical Feelings of Guilt and Shame after Trauma Experience
• Trauma and Karma
• Forgiveness in Trauma Reconciliation and Forgiveness as Liberation
• Post-Traumatic Growth and Healing
• The Red Cross and the Rosicrucian Cross
• Christian Rosenkreutz and the Dimensions of Spirituality 

Emergency pedagogy is an approach to education that is designed to support children and young people who have experienced trauma, particularly in situations of crisis or disaster, such as war, natural disasters, or severe social disruptions. This pedagogical approach is rooted in the belief that education can play a vital role in helping children process and overcome traumatic experiences, by providing them with a sense of stability, normalcy, and safety.

Key elements of emergency pedagogy often include:

1. Safe Spaces: Creating an environment where children feel secure, allowing them to express their feelings and emotions without fear or judgment.
2. Rituals and Rhythms: Establishing a consistent daily structure and routines to help children regain a sense of order and predictability, which can be comforting in the aftermath of chaos.
3. Artistic and Creative Activities: Using art, music, drama, and other creative expressions to help children process their experiences and emotions. These activities are often non-verbal and can be particularly helpful for children who find it difficult to articulate their feelings.
4. Community and Social Integration: Encouraging interaction and cooperation among children to rebuild social connections and foster a sense of community and belonging.
5. Specialized Support: Involving trained educators, psychologists, and therapists who understand the impact of trauma on learning and development, and who can provide appropriate interventions.

Emergency pedagogy is often associated with the Waldorf education movement, which emphasizes holistic, artistic, and developmentally appropriate education. Organizations like the Friends of Waldorf Education have developed specific emergency pedagogy programs that are deployed in various crisis regions around the world to support children in need.

The overall goal of emergency pedagogy is not just to continue education in a time of crisis but to use the educational process itself as a means of healing and restoring a sense of well-being to affected children.