CAMPHILL CORRESPONDENCE - May/June 2018
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May/June 2018
CAMPHILL CORRESPONDENCE
“Birth of a Butterfly“ by Szabo Sipos Barnabos
In directing my will and my concern vigorously to the emergence of the higher self in the other, I
could rest assured that they would in turn do for me what I could not do for myself, that is,
summon forth my own higher potential, because we cannot summon ourselves, we have to be
summoned. All human development is a response to challenge. The love that can accrue in
communities in which all this becomes a practice, a discipline, is a magic love that can move
mountains.
- Anke Weihs
Celebratory Birthdays
May/June 2018
Ann Beal, Copake ……………………. May 3rd. 70
Rainer Lagemann, Lehnhof………….. May 5th. 80
William Wait, Copake……………….. May 6th. 80
Michael Reinardy, Clanabogan……… May 7th. 75
Paule Anne Poole, Botton……………. May 9th. 70
Thomas Farr, Minnesota……………… May 10th. 75
Katherine Gore, Clanabogan………… May 11th. 75
Allan Moffet, Clanabogan……………. May 11th. 75
Diedra Heitzman, Kimberton Hills…. May 14th. 70
Borje Erikson, Tapola…………………. May 15th. 75
George Harland, Botton………………May 17th. 70
Udo Steuk, Mourne Grange…………. May 18th. 90
Susan Bauer, Delrow…………………. May 21st. 70
Michael Lauppe, Stroud……………… May 23rd. 85
Gretina Masselink, Mourne Grange… May 27th. 80
Miriame Lyons, Tigh a’ Chomainn…… June 1st. 70
Raymond Friskney, Newton Dee……. June 5th. 70
Debbie Wright, Minnesota……………June 10th. 70
Jon Ranson, Botton…………………… June 12th. 80
Michael Burger, West Coast, S.A……. June 14th. 80
Marianne Gorge, Simeon……………. June 16th. 97
Contents
Derek Pooley, West Coast, S.A………. June 16th. 70
Monica Dorrington, Ringwood……… June 20th. 96 The Blue Rose School……………………. 3
Camphill in Argentina…………………… 4
Susanne Dorflinger, Basel……………. June 27th. 80
Bangalore Seminar Presentations………. 6
Jacqueline Gruner, Perceval…………. June 29th. 70 Paul and the Three Essentials…………….9
Walter Kruck, Berlin…………………. June 30th. 75 Book Review: Eco Alchemy…………….. 11
Camphill Academy Research…………….12
Obituaries………………………………….14
Editorial and Advertising Rates - Back Cover
2
standard of the school, she says there is a yet another
A Journey towards a Dream very serious problem that needs to be addressed by
the society.
W ithin the green trees of Kandy Primrose Hill
rests the ‘Blue Rose Special School’ on land The situation of the differently abled people once
donated by a philanthropist family from Kandy. The their caretakers and parents are no more is truly
school is beautiful outside and inside. The beauty pathetic. In many cases after the parent’s demise, the
outside emanates from the green hilly slopes that differently abled persons who by then are fully grown
nests the building overlooking the Mahaweli River adults are sent to home-for-the-aged prematurely, or
and the Gannoruwa Forest Reserve. It’s even more left destitute and living in appalling conditions. This is
beautiful inside as it gives hope to so many children a big problem, where schools such as Blue Rose build
and adults who are differently abled, who have on the potential capabilities of differently abled
grown to be ‘blue’ roses and not the normal Pink, students and try their best to make them productive
Red or Yellow roses that we know of. members in society, but that effort is not continued,
and does not benefit the differently abled individual
The Blue Rose Special School was started with 4 when the parent or their guardian is gone.
students in a small space on Hill Street in Kandy to
promote and safeguard the welfare of the The Blue Rose School is planning to addresses this
intellectually impaired individuals with special needs problem by looking at a building a Blue Rose Village,
in June 1981. This was one of the first projects where differently abled adults and children who do
undertaken by the Service Civil International (SCI) – not have parents, guardians or a place to live will
Kandy Branch. The school is run by the ‘Blue Rose have a home. According to the Principal they are
Welfare Society’ comprising of professionals, parents, looking at 5 acres of land outside Kandy, where
teachers, well-wishers and the founder organization these people could be living and working under
which is SCI- Kandy Branch. This is a 100% voluntary professional care. “This may look alike a gigantic
effort. With a lot of voluntary efforts and generous project, but Blue Rose School started small, with a
donations, today Blue Rose Special School stands out few generous hearts, and see where we are today. If
as one of the main institutions, which is creative and there is enough interest and effort and generosity
proactive in providing ‘Special Education’ for nothing is impossible. It is achievable.... “
differently abled children in the Central Province.
The Principal, staff, the parents together with the SCI
Kandy Branch are hopeful that there will be
individuals who will be interested to be part of the
Blue Rose Village Initiative. For any further details
one could contact the Principal or the SCI Kandy
Branch on Tel: 081-2387188 or visit the website
(www.forthekidsfund.com)
Today the school has 50 students with a permanent
staff comprising of the School Principal, and 6
qualified teachers. The school depends on a few
more volunteer teachers to meet the demands of the
children on a daily basis. Unlike the traditional
3
We spent about two and a half weeks in Argentina,
A Camphill initiative in Argentina mainly in Buenos Aires and its suburbs. Argentina is a
big country and covers an area one-third the size of
I n 2017 Keri MacDonald and Nanu Casano visited
Camphill Village in Copake, looking for inspiration
the USA and has abo utillion 43M inhabitants of
whom roughly 16M live in Buenos Aires. The rest of
and advice on how to start such a residential the country is pampa, very fertile farmland. In the
community for people with special needs. When they west the country borders the Andes mountain range.
saw the Village they knew that this was the model In the south is Patagonia, the beautiful southern
they were looking for. Both of them have a child with region of Argentina.
special needs, and they are part of a very active group Most Portenos, as the inhabitants of Buenos Aires are
that wants to bring about an integrated residential called, are immigrants from (southern) Europe and
community in Argentina. Keri and Nanu also this gives Buenos Aires a distinct European feeling.
attended the Inspired Communities Workshop
organized by the Camphill Foundation in order to Argentina has a long history with anthroposophy.
learn more about Camphill and the issues involved in Two of the first anthroposophists, Fred Poeppig and
starting a new initiative. Gisela Ferradas also visited Francisco Schneider, arrived in the country in 1920.
the Village a few times. The oldest Waldorf School, Colegio Rudolf Steiner
was founded in 1940. One of the founding teachers,
Camphill hasn’t had much presence in Latin America. Eli Lunde, had been sent by her parents to the
For a time, there was a Camphill in Brazil called Friedwart School at Dornach, Switzerland where
Angaia Camphill do Brasil. This ceased to be in the every day she met Rudolf Steiner who had taken a
mid 90’s. caring interest in her. She trained as a teacher and
Recently a few of initiatives have come about. In wanted to go back to the Friedwart School, but ended
Columbia there is a small Camphill initiative, called up in Buenos Aires.
Agualinda, on the outskirts of Bogota. It was founded
by Lina Reina, who spent time at Coleg Elidyr in The Escuela Waldorf San Miguel Arcangel (http://
Wales and in the Camphill Schools in Scotland and www.sanmiguelarcangel.edu.ar) with about 500
completed a curative education and social therapy students will celebrate 50 years of Waldorf education.
training that was offered in Colombia. At the moment The school offers K to 12 with classes up to 40
Agualinda is one house community, which includes students. The school integrates children with learning
six adults with various disabilities, Lina, her partner difficulties. There are two curative education
Marcelo and some volunteers. They are setting up a specialists working at San Miguel Waldorf School
garden on their property and run a small bakery and caring for those children. This school is closely
cafe in town and they run their own household. connected to the project.
A few years ago Nanu Casano and Alejandro Fitte
together with Christian Plebst worked on an idea for
an intentional community based on the Camphill
model, Proyecto El Respiro de Alsina. Robin Jackson
was involved in an advisory role.
Keri, Nanu and Gisela brought all these experiences
back to Argentina and the group decided to establish
a project called Comunidad Respirar. This was an
important first step towards establishing a residential
community.
Then the group invited Min, myself and Siral from
Triform to come and meet with them in Buenos Aires
and to look at all the various anthroposophical places
and meet the people involved.
4
A 150 acres farm, La Escondida in Zárate, was Education and Social Therapy in Kassel, Germany
donated to the Escuela Waldorf San Miguel Arcangel since 2011, and has begun the certification process.
by Wolfram Klein, one of the first biodynamic farmers The Christian Community in Argentina was founded
in Argentina, under the condition that it be farmed in 1960 and has a sizable congregation with 4
biodynamically. The school uses it for class trips and priests in Buenos Aires. There are also congregations
for its farm program and has a hired hand to maintain in Cali (Colombia), Lima (Peru), Brazil and in
the farm. Accessibility is limited when it rains, Santiago de Chile.
because the dirt road becomes impassable. This place
has a very special atmosphere and would be the best La Choza (http://www.lachoza.com.ar) is a 400-acre
place for a future Camphill community. The adjacent piece of land situated in General Rodríguez in the
piece of land is for sale and this would provide access province of Buenos Aires and was given to the
to a better road and also has a number of existing Christian Community in the 90’s. In 1995 a
buildings. foundation was created and La Choza Cooperativa de
Trabajo Limitada has been developed into a
productive farm and garden, producing yogurt and
herbs for Weleda. There is also senior living housing,
and The Christian community camps are held there in
the old mansion.
Over the course of ten days we had various meetings.
We started by sharing our biographies, followed by
summarizing the project and the accomplishments so
far.
The group consists of parents of children with special
needs (ranging from 12 to 25 years old), some
Waldorf teachers and therapists and two
psychologists. Members of the group currently are
Keri MacDonald, Mateo Uriarte, Nanu Casano, Pachi
A newly established and rapidly expanding Waldorf Fitte, Gisela Ferradas, Gustavo Mazza, Patricia
school, called Escuela Waldorf Arcangel Gabriel Elizalde, Martin Ackermann, Martin Pacheco,
(http://www.arcangelgabrielesc.edu.ar/ ), is situated Christian Plebst, Josefina Piniero, Sebastian López,
just outside of Buenos Aires. This school works Jenny Ford, Charles Newbery, Teresita Scallan,
closely together with the neighboring biodynamic Connie Padilla, Alicia Blanco, Leticia Santagata, Ana
farm La Cañada. This farm/garden has about 20 acres Inés Boy, Pablo Cuezzo and Andrea Coradeghini.
of very fertile land and produces vegetables year-
round. Nearby is an anthroposophic day center for After these initial meetings we visited most of the
adolescents and adults with disabilities, called Triade. above-mentioned anthroposophical places.
They have a range of activities from gardening to We also gave a number of presentations, including
cooking, one to the general public, which drew over 200
people. As a result of this presentation more than 20
The Fundacion San Rafael is an anthroposophical volunteers came forward offering their help.
medical clinic. There are 5 anthroposophical doctors,
an anthroposophical dentist and many therapists. The We finished with a 2-day retreat with the whole
building also houses a Weleda pharmacy, an group at Nanu’s farm, a 2,000-acre estancia
auditorium and a restaurant. (http:// bordering a river of the La Plata delta. Nanu has
www.fundacionsanrafael.com.ar/index.html ) established a residence and some day activities there
for her son, with two helpers.
The Training Course on Curative Education and
Social Therapy “Cruz del Sur” has been participating We managed to formulate clear tasks and we formed
in the Annual Conference of Trainers on Curative a number of groups with specific mandates. Some of
5
the tasks to be worked on are: finding the right legal friendships are formed and support offered when
structure for the project, looking into labor laws, needed.
finding funding for operating, infrastructure,
developing a communications plan, looking into The learning as well as the personal and professional
better access to La Escondida, considering whether development of the participants is supported and
the property next to La Escondida should be acquired, stimulated by three main elements:
and who will be the people to pioneer the project?, • the direct experience of living in the Camphill
etc. We concluded with an “Asado” a typical Community: meeting and interacting with the
Argentinian barbecue. residents; witnessing the therapeutic
atmosphere and the dedication and hard work
There is still a lot of work to be done before a going into creating a meaningful life and
residential community can be started, but we made beautiful environment; the creativity and joy
some progress. The North American Region is willing in celebrating festivals as part of the rich
to accompany this project and has invited members cultural and spiritual life.
of Respirar to attend Association meetings. • the content and delivery of the modules:
students were introduced to all the important
For questions please contact elements of Anthroposophical Curative
Keri Macdonald @ keri@respirarcomunidad.org Education and Social Therapy – Steiner’s
or Kerst de Jong @ kerst@camphillvillage.org Curative Course, the understanding of the
(Written by Kerst and Min de Jong.) Human Being, the 12 senses, 7 Lifeprocesses,
Waldorf Education, Biography, Theosophy
and more. Other subjects were principles of
Festive Ending of the Foundation Adult Education, Learning Styles, Reflection
Course in Anthroposophical and Inner Development. The outcome was
that they came to a strong experience that
Curative Education and Social their own efforts at growth and inner
Therapy in Bangalore India development were fundamental in supporting
the education and growth of the children and
T his Course is hosted by ‘Friends of Camphill
India’, a Community for adults with additional
support needs at the outskirts of Bangalore. It has 2
adults they supported. They also engaged in
no less than 17 artistic activities, Eurythmy
taking a central part.
houses for residents, co-workers and volunteers;
• The student group itself and how over the 3
several workshops provide space for activities, and
years individuals from very different
the land provides daily work, growing vegetables,
backgrounds, life experiences and professions
fruit, herbs and flowers using biodynamic methods.
came to know and trust each other, learn to
There are also chickens and 2 cows to be looked
understand and respect their differences and
after. This Course was the third one held in
enjoy meeting each other, sharing laughter
Bangalore;
and tears. This was promoted through their
the modules of the courses took place in two 2week
engagement with creative ways of working
blocks per year over 3 years. This is a massive
with biography, something that would not
commitment for the participants who come from all
have been familiar to them and often moved
over India, some of whom have to travel over long
them beyond their “comfort zone”.
distances to get there; all of them leave behind either
quite demanding jobs as special needs teachers, This was summed up by a group of students at the
therapists, doctors or counsellors and/or festive ending like this:
responsibilities for their families back home which
often include the care of a child with additional The theme of this course- the red
support needs. This can be quite stressful and not thread that connected all the 7
easy to let go of worries about neglecting their modules that we did was the 7 life
responsibilities, but in the course of time it gets easier processes. They are:
as the students get to know and trust each other,
6
• Breathing individual students. The success of the courses is
• Warming to a great deal due to the commitment of Francis
• Nourishing Aradhya as the Course Director who guides and
• Secreting administers the events and her husband Anantha
• Maintaining who is always available to offer advice, helpful
• Growing and conversations and keeps the life of the
• Maturing. community running as well as supporting the
events of the Seminar. Both are concerned for the
wellbeing of the participants and are seen by
We all came from various walks of life them as living examples of dedication to the
and we shared each others’ space in all values of Camphill and how to apply
these modules. Anthroposophy in practical life.
The introductory BREATHING session
brought in the various rhythms of our life This was expressed at the Ending:
through our classes and our life in
Camphill. "With your work you bind yourself to yourself
Then we as a group started WARMING up and to one another and to God. Work is love
to each other, becoming increasingly made visible. "
sensitive to the needs of the others in the
course. This quotation from Gibran captures for us the
The healthy organic food provided in ethos of Camphill that we have experienced.
Camphill NOURISHED our physical body We have received a wealth of knowledge
and the lectures, the sharing of each here and grown in the warmth of true
person's biography was our nourishing friendships. We share with you what all of us
soul food. feel about our experiences and what we take
The SECRETING- the separation was felt back with us.
in the group when we weaved together to
do our various tasks yet maintaining our My fellow participants say that Camphill is
sacred inner space for reflection. like a large tree under whose shade we rested,
We are GROWING in our strengths and learnt and played. to quote, " I found
building our way through our challenges. unconditional acceptance here. That helped
As we are the end of the course, on the me rest within myself. I began to feel less
threshold of walking out into the world, fearful when I looked within; I can now look
keenly aware of our strengthening, at who I am fearlessly. I feel like a bird that
courage giving back spaces, through has rediscovered its wings and soars in the
which we gain our inner strength and soul sky.
qualities.
With all these MATURING and inner Some colleagues say that Camphill is like the
qualities, we will find our path in our glow of the burning lamp. They speak of how
journey as curative educators and most of in its light inner landscapes have widened.
all responsible, sensible, sensitive human “The learning and growing have been
beings in this society. continuous and seamless, subtle yet powerful.
It has been a period of revelation and a
process of maturation."
A total of 20 teachers from many different
countries came to deliver the content of the Camphill has also been a place of joy and
modules. Some contributed to one or two friendships. Many say, “I am grateful for the
courses, with a small group attending almost all group of understanding friends. They have
teaching blocks and holding the responsibility for helped me rejoice in my learning. Here I have
content and facilitating the learning of the learnt about helping others, working hard and
7
having fun. I learnt not only to accept have taken, for the rigour of your inner
diversity in views and ways of doing things reflection and enquiry that creates this
but I began to see diversity as all beautiful ethos.
encompassing and adding richness to life. I
became calmer, quieter and learnt to The heart beats quietly and deeply
surrender not only to God but to the children The breath is warm and flowing
I serve. " The seed has been planted and needs to be
watered daily
The Chataka is a bird that nourishes itself with We journey on.........
the raindrops before they fall down to the
earth from the sky. Metaphorically the bird One other element must be mentioned: the incredible
symbolises a seeker, one who looks for the commitment of the participants to learn, and their
essence and for that which is pure. We are enthusiasm to improve their practice through
grateful for Camphill, our Chataka bird. reflection, self discovery and self development in
order to be able to understand and support the
A colleague says that many things come and people they are working with in the best way
go but it is only when we are ready does it possible. This became obvious when they presented
reach our heart. their final projects. The task was to write a paper
How ready are all of us to move on in our about work they had done with an individual or a
curative work? How do we hope to group, showing how they could apply the
carry forward our rich learning? To quote, Anthroposophical theories they had encountered in
“Camphill has been a place of hope. I am the courses in their daily practice in the context of
grateful for the glimpse of a world that can be, often limited resources in India, reflect on their path
for being shown a path with which I can of learning and present a summary of this to the
continue my journey." group of students and tutors. It was amazing to
witness how much true Anthroposophical Curative
"We make a living by what we get but we Education and Social Therapy began to emerge in
make a life with what we give." What is this their work and how much love, creativity and
special quality of giving that we have dedication to the needs of the individual could be
received here? experienced.
This sentiment is enunciated beautifully in the One Student reflected on her learning:
Sikshavalli from the Upanishads
Shradhaya deyam -- Give only that which you From the time I started working with
are convinced about children with special needs, one question was
Ashradhaya adeyam---Do not give that which in my mind..."is what I am enough to work
you are not convinced about with these kids?"
Shriya deyam, Hriya deyam--- Give And this question stayed throughout this
that which you feel is auspicious and holding course; especially through the project...I got
back nothing; give generously. my answer by end of my project...
Bhiya deyam--- Give with a little fear and The answer was...what I am, and where I
tentativeness about what you are giving come from along with trust and what I learn
Samvida deyam--- Samvid is that which has here and now in this life and my good
existence and consciousness. Give of the intention is enough...
highest with the trust and hope that is best for And in one word...surrender: let go of
that person. my personal ambitions, preconceived ideas
and plans and allow myself to be guided by
Thank you all at Camphill for embodying this the voice of the child I want to help.
spirit of giving. Thank you for being who you
are; for the courage of the decisions that you Another one wrote this:
8
The work of Anthroposophical Curative Education
The time flew faster than a light, and Social Therapy is still relatively new in India and
The seed is planted in the earth, many initiatives are still at an early stage, but I hope
Now it's my responsibility to water and see if that this report shows that the enthusiasm and
it grows into a tree, dedication living there and the real hunger for
The tree cannot grow in a day, learning how to develop the work can be an example
All I have to learn is to be patient to us all who live and work in established and
and make sure I water the seed comfortable circumstances.
Which will become a Tree one Day.
And I hope the Tree will give flower, fruits Angelika Monteux, Camphill School Aberdeen
and shade to others . Angelika is a Camphill Co-worker since 1973
Well I always believe every end has a new
beginning.
The beginning of a journey which started in a
bus is slowly coming to an end .
And the end will soon begin in a bicycle
I do not know where the bicycle will take me. The Apostle Paul and the Three
Yes the time shall answer my questions !
In the journey don't get confused but make Essentials - Introduction
sure to water the seed. Elizabeth Sanders
At the end of the Ending Ceremony the group stood
ver the past year, the Camphill Association of
up with hands on hearts and spoke this pledge they
had formulated together: O North America has taken up an exploration of
the Three Essentials as a theme for regional study
The Pledge and conversation. There are many directions one can
take from a study of this small essay of Konig’s, and
I solemnly pledge to accept, include and open my many debates one can continue to have concerning
heart to people of all abilities; their relevance in Camphill today. With our changing
I pledge to live my life with integrity worldviews, our changing regulatory environments,
and to practice healing education with sincerity ; our changing organizational structures, and our
I pledge to uphold with dedication, the moral, ethical changing relationship to the world, it can be difficult to
and human values of my profession at home, in swallow these “essentials.” Often with some perceived
society and in the world. judgement, we conclude that either Konig or we—as
Camphill in the 21st century—are in need of revision.
Perhaps this comes from that tidy anthroposophical
habit of fitting everything together so harmoniously:
where there is a threefoldness, we strive to
superimpose innumerable other threefoldnesses on top
of it (and from there twelve, then four, etc), and the
exercise is one of getting the right pieces in the right
order. When we manage, there is a clarity, a revealing
of something ordered and balanced, like the geometric
radiance of gems upon which we can gaze, or the
assemblage of seemingly disconnected pieces into a
cathedral within which our thoughts can dwell. When
we don’t, we keep trying.
For me, there is no greater witness to this
(The group of students speaking the pledge in front of endeavor than Paul of Tarsus—the Apostle Paul—and
a large audience of friends and families) with him the centuries of interpreters who followed in
9his wake. If we look at what Paul has said and what be tidy and the structure will not quite fit. I take
others have said about Paul, we learn many things courage from Paul, that walking, talking, community-
about this remarkable man and his influence. Paul is a building pile of contradiction, to forge ahead and keep
social and political revolutionary, a social and political trying.
conservative, a feminist, a misogynist, a supporter of
slavery and a fierce abolitionist, a Hellenizer and a Please read the complete article at
Judaizer , a radical individualist, and a radical www.Camphillcorrespondence.net/archive
communitarian. Paul was the “patron saint” of the
Protestant Reformation and the evangelist of papal and
secular hierarchy. No doubt an athroposophist
somewhere has written a fine paper extolling Paul’s
epochal contributions to world evolution, only to be
echoed by another anthroposophist who has—with
equal conviction and justification—condemned Paul
for throwing the whole course of evolution off the rails.
Camphill Ghent is looking for coworkers
Paul and his interpreters are a maddening bundle of
tangled contradictions. So much for gems, so much for Camphill Ghent is a community devoted to caring for
balanced cathedrals of thought! elders. We are looking for coworkers who have an
interest in care work and those who would like to
This, however, is no surprise. In Paul’s own
work in the garden. Interest in sharing life and work
words:
with a diverse group of people is important. If you
want more information, please contact Onat (see
“To the Jews I became as a Jew, in order to win
below).
Jews. To those under the law I became as one under
the law…To those outside the law I became as one
outside the law…so that I might win those outside the
law. To the weak I became weak, so that I might win
the weak. I have become all things to all people, that I
might by all means save some.
(1 Corinthians 9:19-22)
By all means, then, Paul may give me license to
explore what we, in Camphill, might need him to
become today, particularly in light of our struggle with
the Three Essentials. I was heartened by Richard
Steele’s essay which reminds us of the provisional,
exploratory nature of this essay from which we have
extracted these “three essentials.” I can’t help but be
heartened by how Paul, too, never intended his letters
—written to specific people in particular circumstances
—to become “essential” doctrine. A man who took
scripture so seriously would have probably been
scandalized by the fact that today we treat his Onat Sanchez-Schwartz
correspondence as holy writ! As we do with drafts, we email: beacoworker@camphillghent.org
give them to trusted friends who can look them over 2542 Route 66, Chatham, NY 12037
with fresh eyes to give us feedback. www.camphillghent.org
Perhaps in the process of approaching the Three
Essentials in the 21st century we can enlist Paul as one
of our friends, and see what he might have to say in
reply. But also, as with any draft, the exegesis will not
10second group, those he refers to as ‘translators’ –
Eco-Alchemy - Book Review namely George Trevelyan, Alan Chadwick and
Bernard Jarman Joseph Beuys. The rst is arguably the founder of the
New Age movement in Britain. He was a person who
I n this book Dan McKanan, a senior lecturer at
Harvard University, has done some thorough
eagerly integrated much of what Steiner brought into
his teachings and gave it wider audience and yet he
research into the role played by anthroposophy in was reluctant to openly acknowledge its source. Alan
the evolving consciousness for our earth which Chadwick was a great pioneer of intensive organic
during the course of the 20th century, has been (biodynamic) gardening who incorporated much of
gradually changing. The apparent god given right to the cosmic and spiritual background offered by
ruthlessly exploit the earth’s resources is giving way Steiner into his approach whilst largely ignoring the
to one of deep concern for what we are doing to our role of the biodynamic preparations. Joseph Beuys,
earth. the third of these ‘translators’, focused more
particularly on the social aspects, brought
He begins by showing how many of the strands that anthroposophy into his artistic creative work and
have developed in today’s environmental movement played a signi cant role in developing the Green
are coloured in some way or other by the impulse of Party, particularly in Germany.
Rudolf Steiner’s spiritual science. The agricultural
lectures play a particularly important role in this and Countering the widespread assertion that
though it is often said that this work is unfathomable anthroposophy is dogmatic, the author again and
to the newcomer, the author points out that several again shows that what Steiner proposed avoids
key principles of today’s environmental awareness everything of a dogmatic nature. While biodynamics
are stated in it. Thus for instance he writes: is often decried as an extreme form of organic
agriculture, he points out that the biodynamic
... Steiner expounded several ideas that became approach and indeed anthroposophy altogether,
foundational for the environment movement. He follows a path that seeks to work objectively
called for a holistic approach that honoured between the more extreme approaches. In a chapter
interconnections binding plants and animals to the entitled Ecology – the Boundaries of Anthroposophy,
whole of nature; he emphasised dynamic processes he gives examples of the dogmatism that can so
rather than the static substances analysed by easily creep into environmental activism. Such
agricultural chemists; he described each farm as a statements as: ‘You cannot argue with established
living organism; he called upon farmers to nurture science (in reference to the global warming debate)!’
rather than exploit the soil and explained that or ‘Environmentalism is about social justice –
diseases are the result of imbalances and not of capitalism must be abolished!’ or again ‘All creatures
specefic agents that must be eliminated altogether. must be respected and anthropocentrism must end!’
There is a growing tendency among green activists to
Much of the book is devoted to tracing in a very extol the virtues of wilderness and lump all farming
sensitive way, the historical development of organic activity together with the ruthless and destructive
agriculture, the environmental movement and exploitation carried out by industrial agriculture.
anthroposophy. The author describes three distinctly
different groups of people who were involved. He The central position of the human being in the
calls them ‘evangelists’, ‘translators’ and ‘allies’. evolution and future development of our planet is
Among the rst group he includes those who, like emphasised again and again. Which is more
Pfeiffer, Howard and Kolisko, set out to inspire beautiful and artistic a wild untouched hillside,
people with the new approach. The second group pristine in all its primeval glory or the same patch of
includes people who sought to translate and broaden ground transformed into the most beautiful garden? Is
the appeal of the new ideas among wider groups in our task to maintain what already exists or to
society, while in the third we nd allies for creating a transform and create the world anew? These are the
broad-based and potentially global movement – questions that need grappling with today whether we
people like Balfour, Rodale and others. He gives are engaged in cultivating the earth or developing
fascinating descriptions of three individuals in the
11our task to maintain what already exists or to Camphill Research Academy
transform and create the world anew? These are the
questions that need grappling with today whether we Elizabeth Sanders
are engaged in cultivating the earth or developing
new forms of social life. The Camphill movement has
been one of the pioneers in developing new forms of
T he Camphill Academy is the higher education
community of Camphill in North America,
social living. In a chapter entitled ‘The Broader providing professional education and certification in
Ecology of Camphill’ the author quotes a co-worker Anthroposophic Curative Education and Social
as saying that success is due “not because we are Therapy. Over the last decade, the specific trainings
such great care givers. It is because there is a whole in North America have matured: starting in 2004,
environment here that people are part of. They are coursework has been externally recognized and
walking. They are enjoying life, they actually have eligible for college credit equivalency, and in 2013,
real tasks that they are doing, that have an effect that the Camphill Academy was established as an
they can see.” If human beings are able to structure independent organization. This year, the next step of
the social environment in accordance with what maturation has begun with a impulse to expand the
lives intrinsically within them, they will be able at research activities of the Camphill Academy.
the same time to live in harmony with nature.
Spiritual as well as material considerations are The research activities of the Camphill Academy are
always taken into account. threefold: first, to enhance research capacities within
the Camphill Academy administrative, faculty, and
As its name suggests Eco-Alchemy describes an student bodies; second, to facilitate the formalizing
intermixing and re-constituting of ideas and good and distribution of existing, independent research
intentions that have been emerging and manifesting within the Camphill movement; third, to develop and
themselves over the last hundred years. The cultural coordinate new research projects on a regional level
impulses of anthroposophy appear as leaven in the out of an annual thematic focus; and fourth, to
dough. The analysis offered in Eco-Alchemy presents strengthen relationships with external academics,
a very respectful and balanced picture of scholarly and professional organizations, and
anthroposophy and yet does not shy away from universities.
describing the shortcomings and errors which have
occurred over the years, nor the need to change, As regards the first goal, enhancing research
transform itself and learn from other progressive capacities throughout the Academy’s organization,
movements. It is an important work that should be three steps are underway. The Camphill Foundation
widely available particularly to those undertaking a has awarded the Camphill Academy a three-year
study of environmental philosophy. grant to establish a Research Fellow position. The
current Research Fellow, Libby Sanders, is a
householder at Camphill Special School in
southeastern Pennsylvania. The Research Fellow is
the coordinator of research within the Academy and
is chair of the Research Council. The Research
Council, as the second step in enhancing the
organization’s research capacities, playing both an
advisory and networking role. Thirdly, drawing upon
support of the Academy Collegium, program
faculties, and the Research Council, the Academy
will integrate preparation in research methodologies
and ethics into the coursework of the Camphill
Academy to prepare students to undertake formal
research.
The second and third goals—formalizing and
distributing existing, independent research and
12coordinating new research projects around an Academy is to strengthen relationships with external
annual thematic focus— will makeup the bulk of the academics, scholarly and professional organizations,
research activity of the Camphill Academy. and universities. The Research Council is an essential
Independent research is a long-standing and essential component of this task as it brings together scholars
component of spiritual development and the from various disciplines and international bodies to
evolution of community practice within the Camphill support the unfolding research capacities of the
movement. In alignment with the overall aims of Academy. At present, the Research Council is
developing the research activities of the Camphill chaired by Elizabeth Sanders as the Research Fellow
Academy, it is imperative that this wealth of and includes Pim Blomaard, Director of Research
independent research by supported in formal and Development for Raphael Foundation at Vrije
articulation in order that it can find audiences Universiteit Amsterdam; Shelley Burtt, Executive
outside North American Camphill communities. Director of the Camphill Foundation; Jan Goeschel,
Such activity will increase the visibility of the President of the Camphill Academy and part of the
Camphill movement in academia, support the work leadership of the International Curative Education
of Camphill as a “seed for social renewal,” and bring and Social Therapy Council; Maria Lyons, founder of
new insights into the Camphill movement for the aim the Camphill Research Network and the author of
of developing Camphill’s practices. Existing projects Re-thinking Community Care: The Camphill Village
will be identified which could be formalized or Model; Robert McDermott, president emeritus of the
expanded for publication, presentation, or serve as California Institute of Integral Studies (CIIS) and chair
the basis for workshops. Further, the Research Fellow of the CIIS Philosophy and Religion Department;
in conjunction with the Research Council will Dan McKanan, Emerson chair at Harvard Divinity
develop research proposals on questions emerging School and Chair of of the Board of Directors for the
from individual communities and regional bodies International Communal Studies Association; and
which can serve as a resource for Academy students, John Swinton, chair in Divinity and Religious Studies
regional or international groups, and external at the University of Aberdeen and founder of the
researchers interested in working with Camphill. Centre for the Study of Spirituality, Health and
Disability (CSHAD). The Research Fellow, Research
To cultivate new, in-depth study in a particular area, Council, and Camphill Association are also looking
an annual thematic focus will be developed and forward to building new relationships through the
underlie a variety of research projects. The annual 2019 International Communal Studies Association
thematic focus will allow for research activities conference which will be hosted by Camphill
within the movement to unfold in a coordinated and communities in New York state.
substantial fashion. For 2017-2018, we will focus on
vocation in community—a topic which We at the Camphill Academy are enthusiastic about
emerged from the 2017 Camphill Research the blossoming of our research capacities into the
Symposium in Hudson, NY. Potential projects future, and we encourage interested individuals to
include a comparative study of alternative economic reach out to us.
structures, including worker’s cooperatives, an
educational study of recent US federal and state
policy on employment for individuals with
intellectual and developmental disabilities, and a
study on the current role and understandings of
volunteerism and compensation in the Camphill
movement. These projects, undertaken by various
individuals and groups over the coming year, will be
presented at the 2018 Camphill Research
Symposium and eventually find other outlets for
publication, presentation, or serve as the basis for
continuing education workshops.
13Obituaries The Second World War brought danger and
Baroness Inge von Schilling disruption. Inge’s mother, a pharmacologist and one
18 March 1933 – 22 November 2017 of the first women in Germany to be awarded a
doctorate, and her father, an engineer, divorced and
A life of giving he remarried. Inge rarely saw her father again after
Inge von Schilling was born on 18th March 1933 in that, and he was killed in the final days of the war
Saskatoon, Canada. Karin, her twin sister, was born during the storming of Berlin by the Russian troops.
shortly thereafter. Her parents had immigrated to The children were sent away from Berlin to protect
Canada in 1928 and set up a homestead in the them from the air raids. But even during wartime
prairie. good things do happen. Inge started to learn to play
the violin, which she loved and became very good
at. So good in fact, that she later played first violin in
the RIAS radio and television youth orchestra in
Berlin. Inge’s mother became an Anthroposophist
and joined the Christian Community in Berlin as a
result of getting to know a colleague, Dr.
Vermehren. In 1942 Inge was sent to live with Nita
Lindenberg in Ried bei Dietramszell in Bavaria, far
from the bombings which made life in the cities so
dangerous. Here she remained until the end of the
war, when her mother brought her (and Karin and
her brother Bero) back to Berlin. Nita Lindenberg
was mother to a large family, including Christof-
Andreas, whom Inge was to meet again years later
Photos of Inge and Karin and their younger brother when she went to join Camphill Aberdeen as a
Bero in Canada show what looks like a rural idyll, young co-worker.
however, life on the homestead also involved very
hard work for both their parents. By all accounts it Inge first successfully studied the violin in West
was a very happy time for the whole family Berlin, and then continued to study to be a teacher.
nevertheless. In 1937, when Inge was only 4 years In 1960, Inge spent 7 months at Glencraig gaining
old, her parents decided to return to Germany, experience as a teacher as part of her studies. In
partly out of fear of how they, being Germans, might 1961, she gave birth to her son Martin; shortly after
be treated in the war which seemed increasingly that she finished her studies and became a primary
inevitable. As things turned out, the war did come, school teacher to provide for her son and herself. In
but the Germans in Canada were treated very well 1967 she joined Camphill Aberdeen, following in
and suffered very little as a result of the war. the footsteps of her twin sister Karin, who had joined
However, those who returned to Germany had very Camphill some years before her. She did the
difficult years ahead of them. Seminar, and became a Class Teacher. In early days
she and her son Martin lived in St. Devenick’s in
From their arrival back in Germany, the children Murtle Estate together with Karin, but Inge also lived
saw little of their parents. Their parents first had to and worked in St. Ternan’s, in Garden Cottage, and
try to find work and set up a new home for them all then Cairnlee House together with Geoffrey and
in Berlin, whilst Inge, Karin and Bero were passed Jean Bell.
from one relative to another, or lived in children’s
homes. In 1938/39 they at long last spent a couple Inge was always willing and indeed eager to take on
of lovely months together with their parents in new tasks if that was how she could best serve
Berlin, and Inge started going to school. It was to be Camphill. Thus, when Anke Weihs’ ambitious new
the first of seven schools she attended, including undertaking Templehill Community needed support
half a year at the Waldorf School in Dresden. in 1974, Inge went there, and later took on the role
14of housemother. Templehill was a very special looked after Nita Lindenberg until Nita died at the
experience for all who lived and worked there and age of 99. Inge then decided to remain in Pöttmes,
Inge blossomed. The youngest resident was Bavaria, where Nita had lived, and continued to
Maureen, a charming 18-month old baby with tutor children who had difficulties at school. Her
Downe’s syndrome, whom Inge took on as a foster pupils improved so much that the local school
child and treated like her own daughter. The oldest teachers sent her more children who needed
was Francis, a young-at-heart pensioner who support, which gave her great pleasure. Inge was
assisted Inge lovingly in looking after Maureen. happiest when she was helping others.
Templehill was a community for mutual help, and
the harmonious and valuable relationship between In 2009 Inge fell and received injuries which lead to
Maureen and Francis was a perfect example of that. her spending the last years of her life in a
During Inge’s time in Templehill, Anke and Inge wheelchair. She thus had to move into a nursing
also introduced a modified version of the Offering home in Pöttmes, where she lived until 2015, when
Service in which each of the residents not only she moved to another nursing home in Flensburg,
received the blessing, but also then passed the where her son Martin lives.
blessing on to their neighbour. Templehill was an
ambitious and largely wonderful and unique Although confined to her wheelchair, Inge’s mind
experience, but in the end also exhausting for those was active to the end. She read a book a day, often
who worked there. biographies, very often those of women, and
enjoyed being taken for walks along Flensburg
Inge’s next stop was Delrow, where she became harbour. Listening to classical music was another
housemother of Robert Owen House. Inge stayed in great pleasure of hers, with Nigel Kennedy being a
Delrow from 1979 to 1981 and then went to particular favourite. She also retained her ability to
Corbenic College, to support Liz Butler and Kirsten develop enthusiasm for people and ideas that she
Bork (now Beckett) and the rest of Corbenic was impressed by. She also retained her
community. Sadly, the strain of the previous years appreciation of the small things in life, like seeing
led to an illness which she moved to Ringwood to the swans and cygnets in the harbour, or the
overcome. After something like two years of battling beautiful colours of a horse chestnut freshly out of
with her illness and much soul-searching, Inge its shell.
decided with great sadness that the only path open
to her was to leave Camphill and to go to work in an Although Inge “only” lived and worked in Camphill
Anthroposophical home plus workshops for adults for 17 years, the Camphill spirit filled and shaped
with special needs called Troxlerhaus her life from the moment on when she learned
Wohnsiedlung in Wuppertal, Germany. Here she about it. Moreover, it accompanied her throughout
worked until retiring in 1994. However, even after her life, also in the years after she left Camphill.
retiring she continued to give art therapy for the Although she no longer lived and worked in
residents at Troxlerhaus. Camphill, Inge remained a Camphiller to the end of
her life. Her life was one of generously giving
Her next step took her back to the Lindenberg warmth and support to those who needed it.
family. Nita Lindenberg, who had given Inge and Inge lived to the age of 84. She had a very full life,
her siblings shelter during the Second World War, with many stations and many meaningful tasks and
was now a venerable but physically frail lady in her encounters with others striving towards the same
nineties and needed a live-in nurse and companion goals.
to be able to continue living at home. Once again,
Inge took on the task which needed doing with Death held no fear for her. When it came, she
enthusiasm and focussed on the needs of others radiated peace and contentment. It seemed to those
rather than thinking about herself and what might left behind, that Inge had done what she had come
have been best for her. Indeed, this focus on the to this world to do, and that she had started on the
needs of others and how she could help them was next stage of her journey.
the consistent theme throughout her life. Inge Martin von Schilling
15The Dove Logo of the Camphill movement is a symbol of the pure, spiritual principle which underlies the physical human form. Uniting soon after
conception with the hereditary body, it lives on unimpaired in each human individual.
It is the aim of the Camphill movement to stand for this ‘Image of the Human Being’ as expounded in Rudolf Steiner’s work,
so that contemporary knowledge of the human being may be enflamed by the power of love.
Camphill Correspondence tries to facilitate this work through free exchange within and beyond the Camphill movement.
Therefore, the Staff of Mercury, the sign of communication which binds the parts of the organism into the whole,
is combined with the Dove in the logo of Camphill Correspondence.
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