Theme 1. Steiner’s understanding of economic process within his threefold analysis of society.
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<br>Theme 2. The cultural origins of human making , the co-evolution of mind and artefacts (using the theoretical lens of Aristotle’s terms poiesis = making and praxis = meaningful doing towards human good, Marxist understandings of praxis, compared with Confucian understandings of regulated social harmony and Daoist perspectives).
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<br>Theme 3. The transformation from a dwelling, participatory perspective on living in the world (Barfield’s notion of original participation) towards a scientific, instrumentalist, colonial perspectives. The story of Robinson Crusoe as parable for colonialism. Two kinds of learning: L1 = ob<x>ject consciousness, learning as acquisition; capturing, taming, colonizing, analyzing, categorizing, owning, instrumentalizing. L2 = contextual consciousness being open to what is other in the world, seeking dialogue, living thinking
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<br>Theme 4. 
<br>Some generative principles of teaching and learning in Waldorf education.
<br>An ecological rather than ego-logical perspective on becoming grown-up (Gert Biesta). The holistic ecological approach of Waldorf education through all grades and subjects: relating the parts to the whole, analysis and synthesis, Schiller’s notion of the dialectic drives to form, matter and play (creativity). Art and skilled artistry. Craftsmanship as a virtue (if something is worth doing in itself, it is worth doing well).  
<br>Experiential learning and the role of imagination in the learning process leading to knowledgeable action with purpose
<br>Developmental tasks as basis for curriculum: idea—types, intrinsic and extrinsic requirements, local and global 
<br>Theme 5. Making in the curriculum:  main lesson books, handwork, crafts, gardening, art as experience of transformation. World of work- practicals and internships
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<br>Theme 6 The economics curriculum- 
<br>Lower school: sharing, stories, community, house building, farming, 
<br>Middle school: gardening, crafts, money (interest), relationship of economics, cultural forms and land use, (in ancient cultures, in medieval cultures, since the agricultural and industrial revolutions), economic independencies (geography), global origins of raw materials and food, true price of coffee/tea, fair trade 
<br>High School: capitalism, socialism, third way, early human cultures as an ex<x>pression of the relationship between the land/nature/spirit and human societies, Silk Road and cultural/economic exchange, symptomatic key artefacts (the plough, money/banking, , navigation, writing/printing, machines, electricity, digitalization/new media), Belt and Road policies and the ascendency of Asia, 
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<br>Theme7. Developing key capacities for the future: wicked problems. Managing self and relating to others, narrative empathy, participating and contributing, critical thinking, grown-up-ness taking responsibility.  
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