The Pulse Term 3 2014

the PULSE the life of the high school Summer Edition – December 2014

The Invisible Event –

the End of the Waldorf curriculum in Class 12

On Wednesday, 22 October, we had a small intimate gathering: our class 12s sat together with their teachers to celebrate the completion of 12 years of Waldorf education. It was lovely to hear their recollections of years and events gone by, spiced with much laughter and memories. After some beautiful music we reflected on the meaning of this moment. At other schools students in Class 12 are finishing with their matric – and what of our 12th year? With the powerful experience of the play and the projects in a Waldorf Class 12, it is certainly a demanding year with a different emphasis, a focus on the final stages of striving toward oneself, on becoming global citizens who ultimately go out into the world to fulfil their life work. So what is it that the students take with them from their Waldorf experience? With great joy I have seen a new focus emerge in all our students. For some this was not a great change, in others one observes how they can see their future ahead and are now working with great determination towards their individual goals. And isn’t that what we wanted to achieve? This sense of purpose? This new shine in their eyes? What do they take with them? A full bag of memories: the camps, the Parzival hike, the plays. How many youngsters can look back on such a rich bouquet of experiences? A positive attitude and curiosity towards the world and their personal future. Social skills! They have lived and worked and played together for years – a spectrum of colours and cultures from different backgrounds respecting each other, supporting each other. The rainbow nation in a classroom! And ultimately, creativity, to master the greatest art, the art of living! To mark the occasion they were given a card with two verses which I want to share with you, dear reader:

You can’t remake the world Without remaking yourself. Each new era begins within.

It is an inward event, With unsuspected possibilities

For our liberation.

Only free people can make a free world. Infect the world with your light. Help fulfill the golden prophecies. Press forward the human genius.

Our future is greater than our past!

(Ben Okri, Mental Fight)


Class Twelve Verse

In the ever widening paths of life,

May there be reflected, What in the golden years of youth,

Impressed itself into the heart Like a seal of true humanity.

May what the soul was granted to find In heart-warmed companionship

Show its strength in the depths of memory – Through the spiritual guidance of the strong forces

Of a cherished schooling for life.

(The leaving verse given to the first class 12 by Rudolf Steiner) We wish our Class 12 students all the best with their inspired decisions for their future. Martin Wigand, Class Guardian.


Arbour Week by David Haig

For Arbour week this year four of our high school classes had the privilege of planting trees. On Spring day class 8 had the opportunity to walk up the hill past the Nguni cows and through the long wet grass to a wonderful spot on the crest of the hill where we were taught the best method of planting trees. We were given Carob, Yellow Wood and Cape Ash trees to plant. Under the warm spring sunshine we dug holes in the rich dark earth and planted these young trees. They will surely be part of the legacy of our school in this emerald spring valley.


Class 9 Play -‐ Romeo and Juliet

At the end of August Class 9 performed the school’s first Shakespearian tragedy, Romeo and

Juliet, under the guidance of Shelani van Niekerk. It was a huge success, with the deep content being maturely handled by this energetic group of young people. They worked hard and acted their hearts out to make us laugh, cry and applaud!

Below are some thoughts from the class 9 parents about the play and the process

Drama can be used for personal growth as an effective tool to develop self confidence in children. Students have an opportunity to challenge themselves and grow without being conscious of the process. They learn to be part of a team and end up with a sense of achievement. The play assists the students in finding their place and voice in the world.

"I think this play is an incredible learning curve for students at this age. They realise they can do things they never thought they could, like remembering all their words and where they must be on stage, working in a team and supporting one another towards a common goal." (Class 9 parent)


"I experienced my

daughter as having more confidence and belief in herself. She really committed herself to learning the lines and rehearsing at home. Her script went everywhere with her (like her phone). It gave her stamina and a sense of ‘seeing it through’. She had to push through different stages, for example tiredness, nervousness, fear and elation. " (Class 9 parent)

Advice from class 9 parent

• Make sure you allow your child to experience this process! • Take a deep breath and go with the flow, the play is a few months of your life. The benefits and growth the students

receive are extraordinary. • Be careful not to get stuck on the little things, focus on the goal. • Plan ahead, know what is expected of you and get involved! • Stand back, watch and be amazed and blessed! "Lastly I would like to thank Shelani from the bottom of my heart for taking this class, encouraging them, loving them and nurturing them to the extraordinary beings they have emerged as – what an accomplishment!" (Class 9 parent)


Class 10 Job Shadow Work Experience

This main lesson starts an inquiry for each young adult about what interests them in the world, particularly the world of work. They look for a thread they can pick up and follow into the future, for there is a thread for everyone, a particular interest, skill or knowing that each is able to bring to the world. As part of this exciting opportunity, a mini-‐conference is organised where various people are invited to come and share their work and life stories with the class. This year among the interesting line-‐up was Pete Goffe-‐Wood, Chef and Master Chef Judge. After the mini-‐conference the students do eight days of job shadowing where they witness the world of work and experience it first hand.

Pete Goffe-‐Wood, Master Chef Judge, with the class 10


"Vain" by Jesse Chester (Class 11) I'm not fitting poems to perfection This is my life story so let it be a lesson With pen and paper I write the scriptures of life I'm weaving wishes in words Dancing hieroglyphs It's just a vision of epic fantasy Through my diamond eyes with hazel disguise Lyrical letters live in my love of ludicrous twisted dreams I'm bending the sword struck stone I'm gripping the scripts and bending the lines on my own I'm simply, carefully twisting well-‐minded mystery As far as I can tell I'm tripping out quite successfully I am in no need for dwelling on pain For I am spreading sorrow on every page Every tear a note Every scream to a line beyond my age You call this a poem I call it breaking out of a cage


What Waldorf Education offers to the World -‐ Human Beings

Businesses talk endlessly about their most valuable assets being their human resources, yet most who work in the corporate world would be hard pressed to support this belief. A March 7, 2004 Gallup poll (conducted in America) revealed that only 26 percent of U.S. employees are fully engaged with their job at any time, and 19 per cent of employees are actively disengaged. The annual cost nationwide to employ this actively disengaged group? More than $300 billion. Is there a solution? It seems to me that for any business to grow in a sustained and sustainable manner, it must ‘grow’ the people it employs. Not just train but develop employees as whole people, recognising that full potential only comes through engaging the whole person – body, mind and spirit. So when I read a recent survey of Waldorf school graduates (American) that showed 89 percent are ‘highly satisfied’ in their choice of occupation’, I was intrigued. The survey showed that, in their professional lives, Waldorf graduates care most about ethical principles (82 percent) and helping others (82 percent). The results of the survey made me wonder whether perhaps we could begin by ‘growing’ people way back in school, rather than waiting till they are already part of the work force. According to the survey, Waldorf graduates share three predominant characteristics: Thinking outside the box: Waldorf School graduates particularly value the opportunity to think for themselves and to translate their new ideas into practice. Relationships are important: They value lasting human relationships – and they seek out opportunities to be of help to other people. Guided by ethical principles: They are uniquely guided by an inner moral compass that helps them navigate the trials and challenges of their professional and private lives. They carry high ethical principles into their professional life. When asked to rank which aspects of their current or most recent employment were most important to them, Waldorf graduates rated ‘good work atmosphere’ as very important or extremely important, followed by ‘ethical principles of the profession’, ‘the chance to help others’, ‘the chance to introduce one’s own ideas’, and ‘self reliance at work’. By contrast, very few graduates rated ‘high income’ or ‘lifelong job security’ as very or extremely important. Waldorf education was developed by Rudolf Steiner in order to establish a school system that would not only facilitate the inclusive, balanced development of children, but would also act in a socially responsible and transformative way. When we enrolled our first two children in the Lake Champlain Waldorf School in Vermont, we knew nothiong of the Waldorf approach. Little did we know that we had stumbled on an educational philosophy that would mirror what I came to believe are the essential educational elements for our own staff at Seventh Generation – a leading brand of non-‐toxic and environmentally safe household products. It took a business consultant to help me.


Carol Sanford a renowned consultant who began to work with me at Seventh Generation told me: “You can’t grow a business without growing the people who are working there.” According to her, personal development is one of the most effective tools to generate exponential sales, profits and shareholder value. According to Sanford, “The most important factor in innovation, growth and business success is something no one talks about directly. It is something everyone can feel, but not everyone can name. It is the human consciousness factor.” Human consciousness is the ability to exercise the capacities that make us fully human. Are we bringing a way of thinking and acting that makes us creative and flexible, as well as disciplined in our strategic approach? How about in our development of people? In our work change processes? Only with seeing how we are thinking can we continuously raise the bar on what is possible. Without this consciousness, we repeat patterns when new ones are demanded, we go down side roads leading away from the future to which we aspire, and we choose partial solutions and ‘thoughting’, not thinking: bringing old thoughts and ideas into the present conversation and not even noticing. This way of thinking, creativity and concretely, is at the heart of Waldorf education. How empowering for a business to hire employees who are already practiced in self-‐development and self growth through their education. And how advantageous to employ those who have been educated with a commitment to beauty in the workplace, to ethical business practice and to understanding the importance of their interrelationship of work with life, and people with people. Jeffrey Hollander is the CEO of Seventh Generation – a leading brand of non-‐toxic and environmentally safe household products. Source: Lilipoh Magazine – Spring 2008 Profile of Waldorf Graduates by Douglas Gerwin and David Mitchell -‐ Survey in America about Waldorf Students published in Standing Out without Standing Alone

GOODBYE CLASS 13

Matric Dance 2014

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The Pulse Term 3 2014