S1 Evolution as Metamorphosis: Can we Conceive of Evolution as a Truly Developmental Process
Perhaps the primary challenge in any consideration of evolution is: how can we learn to think evolutionary processes in a way that does justice to the phenomena themselves? In this course we will study a variety of phenomena that lead us into the dynamism and complexity of evolution. It will become clear that any deep understanding of evolution demands an evolution of human consciousness itself. We will therefore also work on honing our capacities to perceive, discern, and think developmental processes.
S2 A Living Engagement with Mathematics. Working with Geometry in the in Upper Primary (Classes 4 – 8)
A main aim of the course is to help teachers enter actively into the process of doing mathematics and gain greater confidence in their own abilities. This is what enables mathematics teaching to come alive, because the teacher is working out of a living inner experience, rather than instructing about rules. How can engagement in doing geometry help students as they enter adolescence? We will engage in form-drawing, geometrical drawings, proofs, and imagination exercises.
S3 Nature and Imagination. Creating Child-aware and Place Conscious Stories
I know the chief use or function of fabulous narrative traditions everywhere is to make people adaptable in their minds, to enlarge the scope of their mental lives beyond the confines of their actual experience socially, physically, and in every other way. I am so far persuaded of this that I have come to think of fabulous storytelling and even of stories so told as proper aspects of human biology. 
David E Bynum
Iris will provide an over-arching introduction to the timeless tradition of storytelling, how ‘story’ creates liminal space, what effect this has on our ‘human state’ and how we can use this to organise and harmonise groups of individuals we work with. Together, we will explore myths, legends, folktales, fables, parables and ‘new tales’ and uncover what distinguishes them. We will investigate how the fairy became part of ‘small tidings’, why JRR Tolkien’s argues ‘Faerie is a state of mind’ and how collectors, like the Brothers Grimm, influenced our relationship to folktales.
Konrad will speak about the importance of place and contemporeity of content. He will demonstrate how phenomenological engagement with nature can form a scientific basis for living story content, which in turn develops a love of the world and cultivates identity. Practical activities will include developing a place based seasonal synopsis (with the help of indigenous knowledge).
… those whose task is to teach children of this age need an artistic ability that will imbue everything they bring with life; everything must be alive. Teachers must let plants speak, and they must let animals act as moral beings. Teachers must be able to turn the whole world into fairy tales, fables, and legends. (Rudolf Steiner)
Jane will tell stories she has created for children in early childhood and explain how nature plays a role in the creation of these tales.
Celia will share her stories, songs and visual images created for the younger primary age students.
Participants will then be encouraged to create their own stories. We will examine the soul nature of images, story openings and story closings, how they work, why they are important as well as story telling techniques and little rituals that help create a sacred space.
Iris Curteis, Konrad Korobacz, Jane Michaelis and Celia Linklater D. E. Bynum, The Daemon in the Wood: A Study of Oral Narrative Patterns. Cambridge, MA: Harvard University Press, 1978, p. 27