Mathematics:
The first of Steiner’s Six Basic Exercises of Spiritual Development
2006, Lori MacKinder, M.A. Lilipoh.com article
Philosophyoffreedom.com article
The
heart chakra, a 12-petalled lotus flower, is the chakra of our current
time to develop. Although we commonly associate the heart as the
center of our love, our compassion, and the warmth and coolness of our
soul it is also the chakra of a new organ of perception:
Heart-thinking. Heart thinking is an organic and “living” thinking vs.
the linear thinking associated with our head. Heart thinking is not “feeling- thinking”, it is moral imagination brought forward into life. Florin Lownders, author of Enlivening the Chakra of the Heart, The Fundamental Spiritual Exercises of Rudolf Steiner, (2005) shares that the
six basic exercises given by Rudolf Steiner embody a means for
developing and strengthening this mentioned organic and “living”
thinking and the heart chakra.
According
to the writings of Rudolf Steiner, six of the twelve petals of the
heart chakra were already actively present within past evolutionary
stages of humanity. Thus, we do not have to develop those
six petals to encourage our Heart-Thinking maturity; they appear on
their own and begin to rotate when we start working on the remaining
six. (How to Know Higher Worlds, 1994, pg. 118)
This article will focus on the first step: Control of Thinking. When
most of us think of math, we cringe and quickly dispel the idea of a
daily practice of mathematics with comments such as, “I was never good
at math” or “that is what calculators are for” and the like. However,
control of thought is the first of the exercises given by Steiner to
kindle the development of the 12 petalled lotus flower and
Heart-Thinking. To expound further he explained, “Controlling our thinking processes develops the 12 petalled lotus flower. Thoughts
that flit about like will-o‘-the-wisps and follow each other by chance
rather than in a logical, meaningful way distort and damage the form of
this flower. The more logically our thoughts follow one
another and the more we avoid all illogical thinking, the more
perfectly this organ develops its proper form.” (Pg. 120) Steiner
recommends holding our attention for 5 minutes per day on a simple
man-made object, such as a paper clip and contemplating its origin and
process of becoming to kindle this type of controlled thinking. Mathematics
offers a more supported path for logical thinking than a paper clip
however, and cultivates the will in thought just as prominently.
When performing a mathematical equation correctly, one must move in a proper sequence. Within this action, it is as if the thinking is supported, keeping the thoughts contained and focused within the task at hand. Math
equations offer instant feedback for our thinking when a problem is
solved correctly (or incorrectly), informing us that we followed
logical thought (or not). In lower school, long division is used. Multiple steps in a sequence must be performed to arrive at a correct answer, and can then be checked for accuracy. In
middle school, solving algebraic equations for a variable using the
solve-and-check method exercises this muscle of will in thought. Finally, in high school, all the higher levels of mathematics further the student in this thought training. The
steps of a geometric proof, advanced algebraic equations and
trigonometric identities are all a valiant kindling for this chakra and
control of thinking. Focused controlled thinking is the key in this first step of kindling Heart-thinking
In
a time when many Waldorf schools are cutting back on math in the
curriculum and touting the benefits of the study of humanities and art,
perhaps a reminder needs to be observed. A daily dosage
of mathematics is where will in thought is created and helps the
children of today start to develop this important chakra. It is a form of meditation, in a way. Any
of us can adopt a rhythm of 15 – 20 minutes of clear thinking and will
in thought that strengthens and imbues heart thinking through daily
mathematics.
When
the Waldorf teacher holds this higher reason to perform mathematics in
their daily lesson with fun and praise, they work diligently with their
students toward awakening the forces within. In this way,
as the students embark into the world upon graduating, they are
fortified and enlivened for their individual destiny with the
beginnings of Heart-Thinking already present and aroused. As
adults, taking up the study of mathematics as part of a personal growth
path, can reignite control of thinking, lead one towards
Heart-Thinking, and ultimately will provide numerous benefits to the
student of life.
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