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• Title: Foundation Course: Lecture 5: Conceptual Knowledge and Observational Knowledge.
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  • People certainly sometimes think curiously about things. I knew an anatomist, Hyrtl, who was an extraordinary big man who equally had a stimulating influence on his students and had a long life after he retired. He became over 80 years old then he died in a small place into which he had withdrawn. Just after Hyrtl’s death, a widow who was a farmer encountered a man and she said to him: “Yes, now Hyrtl has died, we liked him so much, but he studied so much, and that’s why he had to die; it doesn’t bode well if one studies so much.” — To this the man asked: “But you husband, how old was he when he died?” She said: “45 years.” — Now the man asked if her husband has studied more than old Hyrtl? — You see, similar things actually happen on closer examination.
• Title: Foundation Course: Lecture 13: The Sacraments, Evolution and Involution
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  • If you want to speak in the Goethean sense, you would say: At one stage in the unfolding, the spiritual is withdrawn and the sensory aspect developed in the farthest periphery (he draws on the blackboard) and here where growth has been drawn inward, is where the spiritual develops and the sensory is squeezed into the most inconspicuous germ imaginable. So, we certainly have to take into account that when we speak about a concept of development, we have to speak about rhythms, but we don’t come right with the development concept if we actually look at what nature is. In that moment we come up with history, things get a bit more complicated. Take for instance the course of historic development in that time span which I’ve characterised yesterday, from Augustus to Luther. (He writes on the blackboard.)