Hollistic Wellbeing: An introduction to some Steiner/Waldorf theory.

I currently work as an assistant in a primary years Waldorf classroom.  We have regular assistant meetings where we have been working (last year) through several different theories around comfort, wellness and developmental pictures of the "becoming" child.  Since this question immediately triggered thoughts of one of our sessions, I will go through my recollection of it for you as input into ongoing discussion!

One specific exercise we undertook was the classic "leading the blind" exercise, where we each took turns at leading and being led, and returned to the group for discussion of our experiences. The idea being that by removing sight we are automatically made "uncomfortable" (as potentially for a student being presented with a challenge in the classroom) and thus become increasingly aware of how other experiences may either increase or decrease our level of comfort and confidence in the scenario.  

It may come as no surprise that the closeness of the leader, physical contact and auditory cues increased comfort, while isolation and unpredictable terrain decreased our levels of comfort and associated perceived wellbeing.

The discussion that followed focussed on the child/human being as belonging in, and needing comfort in, 4 "homes" in order to experience a true sense of comfort and wellbeing.  These being: the physical human body/vehicle; the surrounding physical environment; the social environment; and a spiritual sense of connection to a bigger force / greater good working in the world.

We then discussed factors that influence comfort and wellbeing in each of these "homes".

• Physical Body - The fundamental health and wellbeing of the human organism:
  • Development and expression of genetics into an effective physical vessel;
  • The physical senses of touch and balance.
  • Invasion of disease into the vessel;
  • Movement;
  • Nutrition;
  • Chemical exposure.
• Surrounding physical environment:
  • The qualities of the external physical environment - hot/cold, rough/smooth, hard/soft, loud/quiet, level/sloped/stepped, bright/dim, colourful/bleak, sweet/sour;
  • The physical senses that form the interface between the human body and the surrounding physical environment - temperature, hearing, sight (light and colour), smell, taste, touch, balance.
• Social environment:
  • Connectedness/belonging within classroom and social community;
  • Acceptance of differences;
  • Supportiveness / active positive engagement of classmates and teaching/support staff;
  • Family/home life dynamics;
  • Socio-economic factors;
  • Cultural factors.

• Spiritual:
  • Sense of belonging within both the immediate social community and the wider world;
  • Will forces, sense of 'I';
  • Expression of the self through (and a sensitivity to) language, speech, music, form and beauty;
  • A healthy sense of wonder and awe.

** I have referred to meeting notes and discussed with colleagues in producing this for discussion. I have also referred to: Schoorel, E. (2004) The First Seven Years: Physiology of childhood.Fair Oaks, California: Rudolf Steiner College Press. Chapter 4.