| Foreword |
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14 | (1) |
| Preface |
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15 | (1) |
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1 The development of thinking |
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16 | (2) |
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2 Sensory perception and thinking |
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18 | (2) |
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3 The evidential and the elaborating method in relation to the dead (inorganic) and living (organic) world |
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20 | (5) |
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25 | (1) |
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B Universal laws in the world of forms |
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5 The three prime elements: convex, level plane and concave |
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26 | (6) |
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32 | (5) |
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7 Form circle and color circle. Polarity, blending and intensification |
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37 | (1) |
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8 The simultaneity of inner and outer forces |
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38 | (7) |
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9 Inner becomes outer, outer becomes inner |
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45 | (3) |
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10 The rotating and double curving plane |
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48 | (11) |
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11 The dynamic form circle |
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59 | (6) |
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65 | (6) |
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13 Black and white drawing exercises in relation to polarity, blend and intensification |
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71 | (4) |
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14 Painting exercises in relation to polarity, blend and intensification |
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75 | (4) |
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C The laws of form in movement |
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15 The blend and intensification form in movement |
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79 | (9) |
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16 The convex and concave form in movement |
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88 | (9) |
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17 Differentiation through the vortex form |
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97 | (11) |
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18 Solid sphere, level plane and hollow sphere in movement |
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108 | (2) |
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D The plant's spatial and temporal form |
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19 Goethe's Metamorphosis of Plants |
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110 | (4) |
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20 `Knowledge is perceiving the eternal in things.' |
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114 | (7) |
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21 The idea in relation to expansion and contraction |
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121 | (1) |
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122 | (1) |
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23 The relationship between inner and outer forces in the plant's process of development |
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123 | (2) |
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24 Spring, summer, fall, winter |
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125 | (1) |
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25 Rising and falling processes in the plant |
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126 | (1) |
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26 Earth, water, air, warmth/light |
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126 | (1) |
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27 Transforming the plant's physical forms into dynamic energy pictures |
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127 | (11) |
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28 Universal dynamic energy pictures of the seasonal cycle |
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138 | (22) |
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29 Continuous forms of energy pictures of the plant through the cycle of the seasons |
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160 | (14) |
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30 The simultaneity of growth and withering in the cycle of the seasons |
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174 | (2) |
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31 Black-and-white drawing exercises on the cycle of the seasons |
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176 | (8) |
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32 Color exercises in color dynamic and color perspective relating to the threefold plant |
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184 | (8) |
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33 Color exercises on the seasonal cycle |
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192 | (15) |
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34 Involution and expansion |
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207 | (10) |
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35 Universal energy pictures in the forming of interior space |
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217 | (20) |
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F The human being: from the universal to the particular, from the particular to the universal |
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237 | (2) |
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37 The human skeleton in relation to lightness -- weight, and support -- load |
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239 | (19) |
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38 The human skeleton and the functional processes of the human organism from a threefold perspective |
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258 | (1) |
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39 Head: nerve-sense system |
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258 | (2) |
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40 Pelvis, arms and legs: metabolic-limb system |
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260 | (1) |
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41 Chest and spinal column: rhythmic system (respiration and circulation system) |
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261 | (1) |
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42 The threefold structure of the head |
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262 | (2) |
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43 The sense organs and sense activities of the head between point and periphery |
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264 | (1) |
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44 The threefold nature of the upper limbs |
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265 | (1) |
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45 The threefold structure of the humerus |
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266 | (1) |
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46 General comments on threefold structure |
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267 | (1) |
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47 The threefold structure of the `archetypal form' between point and periphery |
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267 | (1) |
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48 Division of the archetypal form into diverse `perspectives' between point and periphery |
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268 | (1) |
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49 Examples of several perspectives based on observation of the skull, and possible research questions |
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269 | (1) |
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50 Seven methodological steps between point and periphery, particular and universal, and between physical manifestation and idea |
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270 | (3) |
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51 Creating sequences based on the skeleton |
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273 | (32) |
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a General sequencing and form experiments |
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b Sequences developing from the universal to the particular |
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c Sequences from the particular to the particular |
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G Metamorphoses relating to human physiognomy |
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52 Differentiation and metamorphic sequences relating to physiognomy |
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305 | (8) |
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53 Physiognomy between point and periphery |
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313 | (2) |
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54 Physiognomy between balance and polarity |
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315 | (7) |
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H Examples drawn from artistic work |
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55 Form circle as candleholder |
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322 | (2) |
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56 Candleholder and wooden relief for a Waldorf kindergarten |
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324 | (7) |
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57 Madonna with two faces |
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331 | (1) |
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58 Design for a Goethe fountain |
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332 | (5) |
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337 | (1) |
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338 | (6) |
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61 Birth -- death, death -- birth, wooden relief |
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344 | (1) |
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I Feeling perception -- configuring thinking |
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345 | (2) |
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347 | (2) |
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J The Waldorf curriculum: from the universal to the particular |
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64 Foundational structure of artistic exercises in the elementary grades |
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349 | (2) |
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65 The idea of metamorphosis in the upper grades |
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351 | (1) |
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66 Examples of modeling exercises in grades 9-12 |
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352 | (2) |
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67 The image of `point and periphery' as symbol |
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354 | (1) |
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68 The movement between point and periphery, periphery and point |
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355 | (4) |
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359 | (9) |
| Bibliography |
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368 | (3) |
| Picture credits |
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371 | (2) |
| About the author |
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373 | |
