Skip to main content
SpringerLink
Log in

CODA: Involution to Evolution; ‘He Made the Future Live Before Us’

  • Chapter
  • First Online:
Art and Soul: Rudolf Steiner, Interdisciplinary Art and Education

Part of the book series: Landscapes: the Arts, Aesthetics, and Education ((LAAE,volume 25))

  • 666 Accesses

Abstract

In Steiner’s esoteric cosmology, pictures may fall into dust, but the soul of an artist and the ideas that creations represent will be living powers forever. ‘The art of today will be the Nature of tomorrow and will blossom again in her. Thus does involution become evolution’ (1909, L9) as we turn in on ourselves on the inner path of the human soul to the self. How sustainable this view is today, and how interdisciplinary arts practice might continue in forms adapted for modernity is a shared challenge and responsibility for our imaginations.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ajaykumar. (2004). Zen and the art of peer and self-assessment in interdisciplinary, multimedia, site-specific arts practice: A transcultural approach. Art, Design and Communication in Higher Education, 2(3), 131–142.

    Article  Google Scholar 

  • Alexander, T. M. (1996). Dewey, John. In D. Cooper (Ed.), A companion to aesthetics (pp. 118–122). Oxford: Blackwell.

    Google Scholar 

  • Alizadeh, A. (2018). Marx and art: Use, value, poetry. Continental Thought and Theory, 1(4), 587–615.

    Google Scholar 

  • Baker, H. (2009). Abigail’s party. Artist teacher. Newcastle: Arts & Social Sciences Academic Press.

    Google Scholar 

  • Ball, S. J. (2012). Global education Inc: New policy networks and the neoliberal imaginary. London: Routledge.

    Google Scholar 

  • Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. New York: Teachers College Press.

    Google Scholar 

  • Bellows, S. (2007). The boundaries of natural science, Rudolf Steiner Archive https://wn.rsarchive.org/Lectures/GA322/English/AP1983/BndSci_forward.html

  • Bogue, R. (2013). The art of teaching/teaching the arts. In I. Smetsky & D. Masny (Eds.), Deleuze and education. Edinburgh: Edinburgh University Press.

    Google Scholar 

  • Burke, C. (2017). The arts have a fundamental place in education The Guardian Letters, Fri. 31st March.

    Google Scholar 

  • Carlin, M., & Wallin, J. (Eds.). (2014). Deleuze and Guattari. Politics of education: For a people-yet-to-come. London: Bloomsbury Academic.

    Google Scholar 

  • Catteral, J. S., Dumais, S. A., & Hampden-Thompson, G. (2012). The arts and achievement in at-risk youth: Findings from four longitudinal studies. Washington: National Endowment for the Arts Report.

    Google Scholar 

  • Chappell, K. (2018). From wise humanising creativity to (Posthumanising) creativity. In K. Snepvangers, P. Thompson, & A. Harris (Eds.), Creativity policy, partnerships and practice in education. Basingstoke: Palgrave.

    Google Scholar 

  • Chappell, K. A., Pender, T., et al. (2016). Making and being made: Wise humanising creativity in interdisciplinary early years arts education. International Journal of Early Years Education, 24(3), 254–278.

    Article  Google Scholar 

  • Cooper, B. (2019). Primary Colours: The decline of arts education in primary schools and how it can be reversed. London: Fabian Society Policy Report.

    Google Scholar 

  • Craft, A. (2013). Childhood, possibility thinking and wise, humanising educational futures. International Journal of Educational Research, 61, 126–134.

    Article  Google Scholar 

  • Dahlin, B. (2013). Gloves of ice or free hands? A nomadic reading of Rudolf Steiner, Bergson, Delueze and others on knowledge as non-representational and the importance of aesthetics. Other Education: The Journal of Educational Alternatives, 2(2), 67–89.

    Google Scholar 

  • Dahlin, B. (2017). Rudolf Steiner: The relevance of Waldorf education. Cham: Springer.

    Book  Google Scholar 

  • Da Vinci, L. (1980). Notebooks. Richter IA (ed) Oxford OUP.

    Google Scholar 

  • DePeiro, G. & Brabin, T. (2017). Privilege is playing too great a role in the arts, The Guardian, Sat 11th Feb.

    Google Scholar 

  • Dewey, J. (1934). Art as experience. London: Perigree Books.

    Google Scholar 

  • ELF East London Fawcett Study. (2016). Representation of female artists in Britain. London: Freelands Foundation.

    Google Scholar 

  • Gardner, H. (1980). Artful scribbles: The significance of children’s drawings. London: Jill Norman.

    Google Scholar 

  • Goldwin-Meadow, S. (2005). Hearing Gestures: how our hands help us think. Cambridge, MA: Bellnap.

    Google Scholar 

  • Gregory, D. (2017). Let’s get rid of art education in schools. Phi Delta Kappan, 98(7), 21–22.

    Article  Google Scholar 

  • Grierson, E. M. (2017). Re-imagining learning through art as experience: An aesthetic approach to education for life. Educational Philosophy and Theory, 49(13), 1246–1256.

    Article  Google Scholar 

  • Heidegger, M. (1967) What is a thing? Trans. WB Barton Jr. and V Deutsch Chicago, Henry Regnery https://static1.squarespace.com/static/…/t/…/1446502735298/heidegger_1967.pdf.

  • Heron, P. (1996). Patrick Heron on art and education. Yorkshire: Bretton Hall.

    Google Scholar 

  • Hickman, R. (2005). Why we make art and why it is taught. Bristol: Intellect Books.

    Google Scholar 

  • Hoban, R. (1967). The mouse and his child (1972 edn.). London: Faber & Faber.

    Google Scholar 

  • Hillman, J. (1989). The poetic basis of mind. In T. Moore (Ed.), A blue fire: Selected writings by James Hillman. New York: Harper & Row.

    Google Scholar 

  • Ikeuchi, I. (2016). Art as cognitive fluidity from the viewpoint of representation and scale understanding in childhood. Studies in Art Education, 48(1).

    Google Scholar 

  • Irwin, M. R. (2016). Arts shoved aside: Changing art practices in primary schools since the introduction of National Standards. International Journal of Art and Design Education, 10(1).

    Google Scholar 

  • Klein, J. T. (1990). Interdisciplinarity: History, theory, and practice. Detroit: Wayne State University Press.

    Google Scholar 

  • Lees, H. (2016). Diamond scholarship in and for alternative education. Other Education: The journal of Educational Alternatives, 5(1), 1–3.

    Google Scholar 

  • Liu, F-J. (2013) in Leong, S., & Leung, B. W. Creative arts in education and culture: Perpectives from Greater China. Dordrecht: Springer.

    Google Scholar 

  • Lowenfeld, V., & Lambert Brittain, W. (1949). Creative and mental growth (8th Ed. 1987). New Jersey: Prentice Hall.

    Google Scholar 

  • Maconie, S (2015). The privileged are taking over the arts – Without the grit, pop culture is doomed. Music & Theatre, 4th February.

    Google Scholar 

  • Naughton, C., Biesta, G., & Cole, D. R. (Eds.). (2017). Art, artists and pedagogy: Philosophy in the arts and education. London: Routledge.

    Google Scholar 

  • Palmer, P. (1993). To know as we are known: Education as spiritual journey. San Francisco, CA: HarperCollins.

    Google Scholar 

  • Ringrose, J. (2011). Beyond discourse? Using Deleuze and Guattari’s schizoanalysis to explore affective assemblages, heterosexually striated space, and lines of flight online and at school. Educational Philosophy and Theory, 43(6), 598–618.

    Article  Google Scholar 

  • Rosen, M. (2014). How we teach the arts is as important as the fact we’re doing it. The Guardian. Wed 4th June.

    Google Scholar 

  • Rosen, M. (2016). Dear Justine greening, Michael Gove attacked school arts openly. You do it on the QT, The Guardian, 6th December.

    Google Scholar 

  • Sameshima, P. (2007). Seeing red - A pedagogy of parallax: An epistolary bildungsroman on artful scholarly inquiry. Youngstown, NY: Cambria Press.

    Book  Google Scholar 

  • Scruton, R. (1982). Art and imagination (2nd ed.). London: Routledge.

    Google Scholar 

  • Seaman, D., & Zajonc, A. (1998). Goethe’s way of science: A phenomenology of nature. New York: SUNY Press.

    Google Scholar 

  • Slattery D. P. & Selig J. L. (2009) Reimagining education: Essays on reviving the soul of learning. Spring Journal.

    Google Scholar 

  • Smetsky, I., & Masny, D. (2011). The ‘untimely’ Deleuze: Some implications for educational policy. Policy Futures in Education, 9(4).

    Google Scholar 

  • Steers, J. (2003). Art and design in the UK: The theory gap. In Addison N and burgess L issues in art and design teaching. London: Routledge.

    Google Scholar 

  • Steiner, R. (1909). Lecture 9. Being of man/future evolution.

    Google Scholar 

  • Steiner, R. (1972). A modern art of education: Fourteen lectures given in Ilkley. Yorkshire, 5th–17th August 1923 Rudolf Steiner Press.

    Google Scholar 

  • Steiner, R. (2018). The case for anthroposophy. London: Steiner Books.

    Google Scholar 

  • Weil, S. (2009). In Waiting for God (Ed.), Reflections on the right use of school studies with a view to the love of god. London: Harper Collins (original 1942).

    Chapter  Google Scholar 

  • White, A. (1990). The language of imagination. Oxford: Basil Blackwell.

    Google Scholar 

  • Wilkins, J. L. M., Graham, G., Parker, S., Westfall, S., Fraser, R. G., & Tembo, M. (2003). Time in the arts and physical education and school achievement. Curriculum Studies., 35(6), 721–734.

    Article  Google Scholar 

  • Whiting, R. (1992). Leonardo: A portrait of the renaissance man. London: Barrie & Jenkins.

    Google Scholar 

  • Wilson, F. R. (1998). The hand: How its use shapes the brain, language and human culture. New York: Pantheon Books.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Middlesex University, London, UK

    Victoria de Rijke

Authors
  1. Victoria de Rijke
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Victoria de Rijke .

Editor information

Editors and Affiliations

  1. Arts and Education, Middlesex University, London, UK

    Victoria de Rijke

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

de Rijke, V. (2019). CODA: Involution to Evolution; ‘He Made the Future Live Before Us’. In: de Rijke, V. (eds) Art and Soul: Rudolf Steiner, Interdisciplinary Art and Education. Landscapes: the Arts, Aesthetics, and Education, vol 25. Springer, Cham. https://doi.org/10.1007/978-3-030-17604-4_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-17604-4_9

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-17603-7

  • Online ISBN: 978-3-030-17604-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation