Warren Lee Cohen

At my recent Waldorf Science Curriculum Presentation at the Trillium Waldorf school in Guelph, I invited the participants to use a Phenomenological, Goethean Scientific process to explore the content and complex relationships and ultimately message of this wonderful painting by Joseph Wright. That’s right, we used a scientific process to find out way to a deeper understanding of a work of art. An engaging 45 minute discussion ensued in which we progressively worked our way from what we saw in the painting (objective – earth mode), the relationships and movement we observed (water mode), what each of the characters are expressing (air mode) and lastly the essence, meaning or message of this work of art (fire mode). Two days later I received these poetic insights from one of the participants, a biodynamic farmer no less:

On my way home from the Trillium evening, the following word/play came my way… The bumper sticker for the bird in the jar painting we looked at might be something along these lines: “A vacuum abhors nature too…”

As a rhyming couplet, may be:
“Which one does, the other, more…
Nature or a Vacuum…abhor?”

How delicious it is when art and science play together so harmoniously.

Thank you Mark!

Here is a link to more on Phenomenology and Goethean Science.

Challenge: Making Sourdough bread in 40 degree plus heat

I’m in Rio de Janeiro in one of their hottest summers and trying to make sourdough bread for friends and family. The first two batches were terrible, over-proofed and then turned very sour. Even when I reduced the rising time on the second batch to about 12 hours start to finish, the bread was far too sour, although the structure was not bad.

So with the third batch and what was left of my patience and pride, I made the sponge with refrigerated water.  This and a slightly cooler night temperature of 27 degrees and a 16 hour process did the trick… delicious bread. What a treat after a week of white fluff!

This makes me wonder all the more what the first breads must have tasted like. Bread throughout history must have been quite sour in many parts of the world and varied markedly with the seasons.

Mascha Perrone’s third grade at the Toronto Waldorf School learned how to make sourdough starter from flour and water (as described in my book Baking Bread with Children). After 2 weeks of careful tending by the children, the starter was alive and bubbling and fragrant. It was ready to bake with. The parents came together one evening to knead and sing the starter into dough for Pita bread. The next day we lit a fire in the outdoor wood-fired oven, waited for it to get hot and then baked pita bread to our hearts’ and stomachs’ content. They were delicious!!! The children engaged in this experience from start to tasty finish and their enthusiasm was compelling.

Two days later they delivered to me one of the most beautiful and heartfelt thank you notes that I have received, It included a picture drawn by each child that captured what stood out for them in this experience- what an excellent example of how to both deepen a lesson and teach gratitude in one generous gesture. Below are just a few of the pictures

I am fortunate to recieve a steady stream of interesting visitors at the Rudolf Steiner Centre Toronto. Many individuals and as well groups of teachers  from the local colleges, from Japan and most recently from China. Invariably the visitors have been intrigued by the beauty and integrity of Waldorf Education and have been eager to learn more. Below is an article by my colleague Anna Gruda who teaches both at RSCT and at the Toronto Waldorf School.

Chinese art teachers visit TWS.

So Obama was in China recently and Harper is there now.

We thought we would do our part and invite the Chinese to see us! It was actually, Kathleen Schmalz who  approached me  She is a former parent and founding Board member of Trillium Waldorf School in Guelph. She was contracted by York University to organize activities for 23 art teachers visiting from China. The teachers are part of a collective called Sun On Art Teachers and most of them teach high school art.

Having them land at our school was quite an experience for me: I knew Kathleen would accompany them along with an interpreter yet what a challenge to introduce Waldorf education to 23 people through an interpreter!

The teachers arrived a little earlier than expected: I ran into them in the lobby, where there were 23 cameras clicking away! The first thing I had to say was “Sorry, no taking pictures!”

I had organized a tour route that startedin the forum.Clearly the guests had not heard me as the cameras came out again. I like to think that the beauty of the space overwhelmed them! While exiting down the high school staircase they encountered one of our Chinese students and had a bit of a conversation. Next we made a quick stop into the chemistry lab to see how art and the sciences co-exist. Then we looked at the curriculum frames in the stairwell and headed past the EcoWerks area on our way to the handwork room.

Once we settled in I gave a presentation about Waldorf education and showed examples of art from Grade 1 to Grade 12. Some teachers looked a little sleepy but I was assured by Kathleen that it was night time in China and it had nothing to do with my highly expert and entertaining lecture!

After looking at student work and making transparent paper stars, we headed to the Rudolf Steiner Centre. By this time our visitors started asking serious questions about Waldorf teaching. The brochures about the teacher training program flew off the shelves as Warren Cohen invited them to meet this year’s students. A visit to the bookstore overwhelmed the staff and suddenly block crayons were all the rage.  Wendy, the interpreter had glazed eyes seeing herself return to Chengdu, her hometown, as a Waldorf teacher.

A little background: there are three Waldorf schools in China, one each in Beijing, Hong Kong and Chengdu. A very dear friend of mine, Peter Von Zezschwitz, has been there to encourage and educate the teachers at the budding schools. Peter is a former TWS parent and long time supporter of Waldorf education. It is incredible how synchronistic life can be as last Saturday I shared a meal with Peter in a Chinese restaurant near Durham, listening to stories about his time in China and sharing his knowledge of Steiner’s work.

At the end of the tour I was presented with a beautiful banner written in Chinese characters: it said ‘friendship’. As I shook each hand and looked in the eyes of these people I just met a few hours ago, I had an over whelming feeling that indeed friendship can happen despite language and cultural barriers. Sharing a Waldorf experience was a solid bridge of human connection. The amazing thing is that less than half way through the visit; I think they forgot about their cameras.

That is what I call the Waldorf ‘effect’.

Anna Gruda, Art & After School Program teacher

Monday I was warmly welcomed at work with a gift of a 2  1/2 kg  cotton sack of freshly milled, organic Red Fife wheat, a local variety that has been grown in Ontario since the 1840’s. This grain, originally brought over from the Ukraine, was successfully grown across the wheat belt of Canada until the early 1900’s when it was supplanted by other varietals. Renowned for heartiness, flavour and nutrition, Red Fife is experiencing a revival and is now sought after by artisan bakers. My first sponge is rising as I type this post. I look forward to feeling how this dough is to knead by hand and ultimately to savor its crust and crumb. Anson Mills has some helpful information about working with this high gluten wheat. Thanks Lucas!

More good feedback from my first sourdough bread baking workshop in Canada. Many kindergartens at the Toronto Waldorf School are now using natural leavening processes to make more nutritious and digestible breads for the young children. This is such an exciting outcome from a one day workshop.

I attended the Rudolf Steiner Institute in Massachusetts this summer where Nick Thomas guided a group of 20 of us in a two week journey into the realms of Projective Geometry. Nick led us on an elementary and quite mind bending exploration of the potential for this branch of mathematics, of which Euclidean Geometry is a mere subset. What is so fascinating is that Nick is researching how “tension” between this geometry and Euclidean (conventional) geometry can be a helpful way of understanding gravity, the apparent curvature of space and a host of other phenomena that physics is at pains to explain. It is both refreshing and exciting to experience a new approach to physics that is more comprehensible than super-string theory and quantum mechanics and that in a strange way makes sense. His work will bear fruit if other scientists are able to take it up and develop it further.

While I am not a research scientist, I have found over the years that thinking through elementary ideas in projective geometry has sharpened my ability for accurate imagination and has given me tools for better thinking through ideas connected with karma and reincarnation. I highly recommend it and Nicks latest book, Space and Counterspace, A New Science of Gravity, Time and Light. Here he develops a provocative new geometric basis for physics based on the work of Rudolf Steiner, George Adams and Lawrence Edwards – Excellent work!