• This week in focus: Rudolf Steiner and Educational Freedom

• Spiritual Awakening & Formation
One-on-one, couples, and group sessions
• Meditation
Balingup Wednesdays - 6 - 7:30 pm
• Psychedelics and Health
Yallingup Wellness Expo - pre-event programme
• Education
Home Schooling (teens) 9:30 - 2:30
Term 4 in Nannup and in Balingup
• TAROT
RECORDED series: Tarot, Ascending the Sefirot
Aligning Mind Body and Soul - Russell Sturgess
Kat’s Sage tarot reading offerings (and more)
Youtube - David’s interview with myself
A beautiful CONVER Marseille deck reprint
Purchase my book…
• Yoga
Balingup - Thursdays 10am and 6pm (resumes in November)
Yallingup - see below for details
• ASEA Supplement and Renu28 - information and ordering

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Support my work through a regular financial contribution:

Readers of my main website, or of my presentations on teacher formation, will perhaps know of my booklet 'The Place for Philosophy in Teacher Formation' (available on Lulu.com and other places). This was originally prepared for a COMIUCAP International Philosophy Conference held in 2015. Therein, I mention that over a hundred years ago (in 1920 - Balance in Teaching, GA 302a), Steiner refers to three fundamental forces in education: reverence; enthusiasm; and a 'protective gesture for what the child experiences during life'.

I will simply here quote my concluding remarks presented in The Place for Philosophy in Teacher Formation:

In closing a two-week formation for teachers who were about to embark with the work of opening and establishing the first Waldorf school in 1919 [Discussions with Teachers, GA 295], Rudolf Steiner spoke of four living principles:

whereby notions pertaining to what is fundamentally a spiritual, aesthetic and moral basis for education are therein encapsulated, reflecting mindfulness and what Lonergan refers to as self-appropriation. Steiner follows this with:

wherein epistemological notions are summarily raised; Steiner further continues:

characterising the centrality of virtues and of ethical notions resting upon prior epistemological notions. Finally, Steiner returns to what is essentially a practical application of characteristics pertaining to aesthetics - Spieltrieb, the play-drive that is in love, spoken simply thus:

In the monastic tradition, the vows of poverty, obedience and chastity have their respective similar role to play for both general human formation as well as, taken figuratively and reflexively, in the development of (respectively) knowledge, ethics, and aesthetics - in addition to the conversion and altered (and expanded) horizon to which these lead. The parallel in teacher formation gives rise to recognition of one’s poverty of spirit; of moral listening and hearing; and of the innocent ‘child-like’ play-drive of the deeply creative act.

Lonergan [in Method in Theology] writes:

Philosophy, in its triune fields addressing understanding, morality, and aesthetics, has a role that unveils the essential semiotic structure and mysterious natures of the true, the good, and the beautiful. Without consciously and painstakingly partaking of philosophy’s gifts, the teacher may eventually come to these three-fold philosophical insights in his or her maturing years. Having explicit teacher education as part-and-parcel of their preparation, our task is to awaken each forming teacher to philosophical realities implicit in student understanding, moral engagement, and aesthetic creativity, each of which has merit in not only teacher formation, but human formation in general.

Personal Development, Integration, and Personal Healing practices have traditionally focussed on spiritual formation which includes facing and coming to terms with one’s own life-journey.

In the manner that I work, I include practices inclusive of imagery and meditation, the uses of certain extracts such as Blue Lotus and Cacao preparations, and some suggested movements and/or Breathwork. If you are interested in finding out more, please be in contact.

There are two forms this work takes:

a) intense session using ceremonial style Cacao and Blue Lotus (exchange is $590 individuals; $700 couples; $210 pp for groups of between 7 and 15). Each session lasts between 2-6 hours;

b) following an initial consultation, deepening work requires commitment for a once-a-month meeting for either 6 or 12 months (renewable if desired) - exchange is $260 per session, each approximately 1-2 hours.

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Click here for more details in pdf form.

Wednesdays 6 pm - 7:30 pm - resumes in NOVEMBER

Maths: Combinations & Permutations / ART - Virtues

Charge $550 ($350 for morning or afternoon option only)
Book your place now…

Nannup Tuesdays 3rd November - 22nd December
CONTACT Claire [email protected]

Balingup Wednesdays 4th November - 23rd December
CONTACT Jean-Michel 0490770061 / [email protected]

9:30 – 11:30 Mathematics: Combinations and Permutations – please bring a clean notebook and pencils (including at least five different colours)

12:30 – 2:30 ART, with some History and Philosophy – focussed on the Virtues

Permutations and Combinations are important methods used to solve counting problems in combinatorics. Before proceeding further, it is worth setting out  what is mathematically pertinent: a permutation concerns the number of ways a set of items may be arranged when the order in which they are taken matters (calculated as nPr = n!/(n−r)!), whilst a combination concerns the number of ways items may be selected when order is immaterial (nCr = n!/[r!(n−r)!]). The latter, in effect, being the former divided through by the redundant orderings within each selection.

We will be working towards an understanding of these differences through beginning with simple visual problems, over the 8 weeks working to understanding the formula used rather than just only able to apply it to specific problems.

Mathematics provides a mean through which to develop precision in thought and logical abilities, in a somewhat analogous manner that various sports provides efficient means to develop bodily strength, flexibility and precision.

In Steiner (Waldorf) education - the methods from which I predominantly work, this distinction is best served by an approach that begins with understanding the abstract formula from a breadth of engagement and later works towards its application. Consonant with the Aristotelean-Steiner principle that each subject has its own appropriate mode of being known at various developmental stages. The adolescent's own emerging capacity for combinatorial and hypothetical thought (itself part of the incarnating faculty of judgement developing during this stage) is a discipline that meets, and in turn strengthens, the teenager's unfolding inner life allowing the abstract world to become fused with developing understanding.

Focussed on the Virtues and the History of Ethical understanding in especially (but not only) Western civilisation, we will travel from Ancient Greece, through the Latin age and into modern transcendental views to especially consider what are referred to as the four Cardinal Virtues, the three Theological Virtues, and the three Transcendentals.

Virtues are key guides to the development of character as well as understanding the ethical content faced in each and every situation we face in daily life.

Focus will be on artistic representation of the Virtues, reflecting some of the ways in which these have been considered and painted or represented, including (for some of these) in figurines or playing cards.

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Further developments now taking place!

My recorded series tarot-course is now available in English and Italian (more languages coming):

Thursday 10 am - with Jean-Michel
Thursday 6 pm - with Jean-Michel

Thursday 6:00 am - DM Devi on @kundalini_southwest
Friday 6:00 am - DM Devi on @kundalini_southwest
Saturday 8:00 am - DM Devi on @kundalini_southwest

Much research has emerged over the last two decades on the functions of redox processes in maintaining cellular health. ASEA products delivers redox molecules that assist in this very process!

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