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• Title: Foundation Course: Lecture 1: The Relationship of Anthroposophy to Religious Life
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  • Anthroposophy, my dear friends, must certainly remain on the foundation of which I’ve often spoken, when I say: Anthroposophy as such can’t represent religious education; anthroposophy as such must limit its task as a spiritual science to fructify present culture and civilization and it is not its purpose to represent religious education. Actually, it is quite far from such direct involvement in any way, in the evolutionary process of religious life. Nevertheless, it appears to me to be certainly justified in relation to the tasks you have just set yourselves, that for religious activity something can be extracted out of Anthroposophy. Indirectly it can not only be obtained through Anthroposophy, but it must be extracted, and this must be said; your experience is quite correct that religious life as such needs deepening, which can come out of the source of anthroposophical science.
  • Today we basically all have an education inculcated in us, derived from modern science, this science which actually only started in the middle of the 15th Century but which has entered into all forms of modern people’s thinking. One basically can’t be different because one has been educated this way from the lowest primary classes, by forming thoughts according to modern science. This has resulted in theology of the 19th Century wanting to orientate itself according to the research of modern science. I’d like to say they feel themselves responsible for the judge’s chair of modern science and as a result have become what they are today. One can only find a basis of true religiosity today by, at the same time, considering the entire authorisation and also the complete meaning of the scientific element of life.
  • Yet, theology still exists. The modern pastor is given very little support for his line of work in the kind of theology presented at his schooling currently, from the foundation which has been indicated already and about which we will still come to in the course of our observations. The modern pastor must of course be a theologian even though theology is not religion. However, in order to work, a theological education is needed, and this educational background suffers from all the defects which I’ve briefly indicated in our introduction today.
• Title: Foundation Course: Lecture 2: Essence and Elements of Sacramentalism
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  • y dear friends! Yesterday my stating point was to indicate in a few words how Anthroposophy can certainly not be considered as an education of religion and in no way can it directly enter into the development of religious life, but only, as I indicated, indirectly. Anthroposophy must, according to its nature, live as a free deed in the human spirit, it must depend on the free deeds of the human spirit — like natural science as well, which heads in the opposite direction — while religious life must be based on communication with the godhead with whom one knows one is connected and with whom one knows one is dependant in religious life.
• Title: Foundation Course: Lecture 3: Theoretical Thinking and Living in the Spirit.
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  • This is what I wanted to present primarily, my dear friends. There are too many questions to deal with in one stroke; I will continue with them tomorrow. I’ve limited myself today by entering into what has been raised against Anthroposophy in general. I will however expand on what in particular will be raised against the service which Anthroposophy will bring towards religious renewal. I would like to stress the following: if somehow an idea develops that it equally represents an existing religious confession, or a creed, which one thinks to justify only through Anthroposophy as its basis, then you do Anthroposophy a wrong because it has never claimed to be a religious education nor is it a religion or wants to establish a religion. This Anthroposophy will not do. Anthroposophy follows impulses to knowledge, goals to knowledge; and whoever says that Anthroposophy is not a religion because it doesn’t have the characteristics of religion — say something which Anthroposophy must say about itself from the outset. You can’t accuse someone of being something he doesn’t even want to be! The objections which are actually made from a religious side, appear to me as if, let’s say, someone is active in a field and is accused of not doing what he could in another field.
• Title: Foundation Course: Lecture 5: Conceptual Knowledge and Observational Knowledge.
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  • One doesn’t usually intensely observe that in relation to what I mean here, Anthroposophy is quite different to the other, the outer, more scientific sciences. Scientific knowledge is in fact quite so that one can say about it: take the human being into consideration and it will in fact be quite dangerous for faith, you’ll impair faith. It is not just about science making you uncomfortable, but it is about having the experience of the mystery of faith being disturbed. In the practical handling of this question one finds, as far as it goes beyond where it is another kind of science, as is the case with Anthroposophy, that numerous people experience a consistent religious stance in the way Anthroposophy is presented. Despite it not wanting, as I often repeat, to be a religious education, it is nevertheless felt that it is moving in the direction where a religious feeling can go along with it. Actually, this idea that knowledge kills faith — I have much understanding for this — must be revised regarding Anthroposophy. One must first ask if it is not because Anthroposophy is a not conceptual knowledge, but a knowledge based on observation, that the relationship between faith and knowledge becomes something quite different. Let us not forget that this observation of knowledge killing faith has only been created on the hand of a science which is completely conceptual, completely intellectual. Intellectualism is for Anthroposophy only a starting point, it is only regarded as the basis and foundation, then one rises to observation quite indifferently whether it is one’s own or a shared observation.
• Title: Foundation Course: Lecture 6: Creative Speech and Language.
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  • The reading of the Gospel to the congregation is only a part; the other part is expressed in the sermon. The sermon today is not what it should be, it can’t be as it is intellectual because as a rule the preparation for the sermon is only intellectual and arising out of today’s education, out of today’s theology, can’t be anything else. The sermon is only a real sermon when the power of creative speech ensouls the sermon, in other words when it doesn’t only come out of its substance but speaks out of the substance of the genius of the language. This is something which must first be acquired. The genius of language is not needed for religiosity which is in one’s heart, but one needs the genius of language for the religious process in the human community. Community building must be obligatory for the priest, as a result, elements must be looked for which are supportive of community building. Community building can never be intellectual, because it is precisely the element which creates the possibility of isolation. Intellectualism is just agreed upon by the individual as an individual human being and to the same degree, as a person falls back on his singularity, to that degree does he become intellectual. He can understandably save his intellectualism through faith because faith is a subjective thing of individuals, in the most imminent sense one calls it a thing of the individual. However, for the community we don’t just need the subjective, but for the community we need super-sensory content.
  • This is precisely the element which split people up today, because they are permeated thoroughly with mere intellectualism. You are therefore unable, through the sermon, to work against atomising, if you remain in intellectualism. Neither in the preparation of the sermon, nor in the delivery of the sermon must you, if you want to build community today, remain in intellectualism. Here is where one can become stuck through our present-day education and above all in the present theological education, because in many ways it has become quite intellectual. In the Catholic Church it has become purely intellectual, and all that which is not intellectual, which should be alive, is not given to individuals but has become the teaching material of the church and must be accepted as the teaching material of the church. A result of this is, because everything which the Catholic Church gives freely as intellectual, the priest is the most free individual one can imagine. The Catholic Church doesn’t expect people to somehow submit to their intellect, inasmuch as it releases them from what is not referred to as the supernatural. All they demand is that people submit to the teaching material of the church. Regarding this I can cite an actual example.
• Title: Foundation Course: Lecture 9: Religious Feeling and Intellectualism
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  • I said yesterday that the Protestant quite rightly sees something magical in the way the Catholic performs Mass, and that is certainly correct. Because of our adaptation of the modern-day educational material, we are incapable of admitting to this magic. If you come with a modern consciousness you would not be able to find any difference between a sacrificial Mass as presented in the continuity of Christian evolution and a sacrificial Mass which is simply presented in words, symbols and gestures, perceptible by outer senses, as taking place in the Mass. Beyond the understanding of the content lies the understanding of that which is the sacrifice of Mass for the Catholic; this is connected with the unifying understanding of the world which has got lost for modern humanity, the unified understanding of the world which is understood on the one side by the spirit and on the other side from nature. I could say the route of knowledge has turned more to the side of nature while insight into the spiritual world has disappeared, and as a result of this, the possibilities to perceive certain mysteries. With this I don’t want to say that in the consciousness of every Catholic priest there is also a substantial content about the sacrifice of the Mass. Still, in the Catholic community there is an awareness of this substantial content of the sacrifice of Mass to such a degree that one can still speak about the reality of it in the present.
  • How does a person regard birth today? It must seem a peculiar thing that I speak to you about birth, when I want to speak about Mass, but I would not be able to speak about Mass, without also speaking about birth. People see birth according to the study of embryology and ask: What happens to the embryonic germ through the fructification? — Then they ask: How is the male and how is the female substance of inheritance absorbed, and what actually goes on there, scientifically observable, from the forefathers to the child? — Today’s man must, with all the antecedents of his scientific education, certainly take this point of view. This point of view exercises such a colossal suggestive view on modern man, that if this point of view is not according to science, it is regarded as nonsense. Everything which is brought up in the human being and is thereby entangled with his thinking habits, leads the human being to phrase his question in this way. Then he can, when he says: ‘This question can be answered by science’ — at least add: ‘Faith remains the way in which the body and the soul may unite.’ Yet, it is actually not so. Here lies one of the points where you can make yourself quite demonstrative; for Anthroposophy it is quite important to connect with science and develop it further. Through anthroposophic research it is shown that the concept of matter, as it exists in the human organism, becomes fully disabled in its mode of action. If one looks at a fertilized female egg and its further development, one actually is looking at something which through conception, has excluded itself from all possible earthly events. In the fertilized egg a chaos is created in which all processes available to science, are initially excluded. If I present it schematically it will end here. (A drawing is made on the blackboard.)
  • Here we touch on something, dear friends, which people with their intellectual education can’t believe at all because they don’t have the antecedents to it. They can’t believe that fire, air, water and earth since the time of the Mystery of Golgotha are different from before. It only appears as determined by a time, not that the following could be answered: What would have happened to the earth if the Mystery of Golgotha had not taken place? — So let’s just switch the Mystery of Golgotha off, and we can ask ourselves: What would have become of this ceremony if the event of the Mystery of Golgotha had not happened?
• Title: Foundation Course: Lecture 10: Composition of the Gospels
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  • You see, for those who have the sense that a way must be found to the truth, the truth must turn into such an inner component that it exists among people and that people can experience the truth — they would feel that university education, as it lives in writing books, is actually something hostile. Today something exists in our writing of books; when we write a book, we don’t really feel like a human being among other human beings, for it is conceived as an abstraction; while writing the book it is without regarding who would be acquiring the book. This even produces the desire particularly when spiritual supersensible things are spoken about, for things that can stand alone in a book, and that, because it is ignorant, can only give something very deficient to unknown crowds of people, also again jointly experience the truth with the people in the manner and way these people are prepared for truth, while much is given in the preparation of the truth and less to the ignorant formulation of the truth content. This gives one a clear and strong experience of what I yesterday called the vital content of the Gospels. The vital content of the Gospels must also not be understood abstractly, as many do today. People do not believe, when they as religious teachers allow their words to a certain extent to flow together, that words are permeated with feelings; they firmly insist that in what one calls sacramental, they believe they should find something flowing forth out of the abstraction.
• Title: Foundation Course: Lecture 11: Insights into the Mystery of Golgotha, Priest Ordination.
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  • Now we must clearly see that such an inner kind of experience, as can be describe as an historical consciousness, which can be acquired, stands out particularly strongly in a person who, through a certain education in the Church, it can especially be applied, when we think of a case like Luther's. If you want to understand Luther’s soul then you must be clear that be comes out of the after effects of Augustinism, and that it is precisely in his time, just a bit after the beginning of the intellectualist age, that he is confronted with one of the most serious soul conflicts imaginable. Why was this so? You must just imagine: Augustine had come to an agreement on the recognition of the Christian-Catholic dogma, but for him this was connected with his living within something which was still alive, and even more alive among the Manicheans with whom he had met. What was still full of life in his time was the observation of original sin, in general the consideration of higher processes taking place in relation to lower earthly processes. People still have trouble today to make such things comprehensible.