We believe that
'health and well-being are fundamental rights of humanity'

WHO WE ARE
The Foundation For World Health is an educational non-profit (IRS 501c3) formed for the purpose of educating our green leaders of tomorrow through food, fund and education. 


OUR VISION
Our vision is a world where health and well-being are fundamental rights of humanity. 

OUR MISSION
Our mission is to support, promote, and deliver balanced health & well-being projects and programs to humanity through developing schools, bio-dynamic farms, and arts & medical facilities.
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LETTER FROM THE CHAIR:

Why Anthroposophy
biodynamic farming, education, the arts & medicine

The Anthroposophic way of life includes the arts, education, medicine, and farming.  It is a way of life rather than a cure.  However we believe that it is the cure for the survival of our planet.  By developing Anthroposophic institutions, and living anthroposophically, all areas of life are healed and enhanced.  The proof of this is in the accomplishments of the graduates of Waldorf schools, the quality of biodynamic food and restoration of the earth through biodynamic farming, and the superior healing results of the health remedies and protocols.  

Some interesting speakers stated that (notes taken from interviews with Michael Moore, Dr. Vandan Shiva and others during a March 2010 LinkTV broadcast):•    by the year 2025 the available safe clean drinking water supply will decrease by 25%
•    our world has shifted from the pursuits of truth to the pursuit of profits; this can easily be seen in the quality, or lack thereof, of our food, water, air, education, health care, and media creating human beings as a commodity
•    non-chemical farming produces a better quality food and three times more food and profits than chemical farming
•    by the year 2025, if we take no action, 5 companies will control the world’s food supply
•    some large companies have come to the realization that the industrial revolution is flawed and corrections must be applied
•    medicine is market driven, directed toward the next quarter’s profits
•    the intention of education, health care and farming practices defines moral values
•    until we redefine our relationship with nature, that is that we understand and live as  part of nature, then we will continue to deplete our gene-pool and our planet

About Farming
If you dig in the ground where our chemically grown food is produced you will find not one worm.  It is a well known fact that if a worm cannot live in the soil then the soil is dead.  Worms are one of nature’s gifts transforming garbage into viable rich soil.  They take living matter, digest it and then produce rich nutrients for our soil.

about Chemical farming:
•    According to the EPA, U.S. pesticide amount used in both 2000 and 2001 exceeded 1.2 billion pounds, in proportions similar to those of world pesticide use, with a larger portion of total U.S. pesticide use on herbicides and other pesticides.  
•    U.S. pesticide amount used accounted for more than 20% of total world pesticide amount used, more than 25% of world herbicide amount used, less than 10% of world insecticide amount used, and approximately 15% and 30% of world fungicides and other pesticide amount used, respectively.
•    a 2007 European Union report tied endosulfan, an insecticide banned in 60 countries, to physical and mental illnesses and deaths   http://www.businessweek.com/news
•    Environment Minister Jairam Ramesh last month halted cultivation of the country’s first genetically modified vegetable ... due to health concerns.  http://www.businessweek.com/news
•    chlorpyrifos is associated with delays in the physical and mental development of young children  ... product is banned in U.S. households but is widely used as an agricultural pesticide...    businessweek.com/news
 
about Biodynamic farming:
Biodynamic farming sees the farm or garden as a self-contained organism, embedded in the living landscape of the earth, which is itself embedded in a living, dynamic cosmos of vital spiritual energies.  Emphasis is placed on integrating plants and animals, recycling nutrients, maintaining and improving the soil, working with the stars and seasons, as well as the spiritual realities active in all of these.  The overall aim is the increased health and vitality for the whole, including the farmer and or gardener.

Because it works consciously with the life forces and other subtle energies active in nature, Biodynamic practices understand the ‘alchemy’ of nature as a materialization of spirit and a spiritualization of matter.  The biodynamic practitioner follows an alchemical, transformative path of working with the Earth in a way that is both healing and productive.  To this end, the practitioner uses the nine effective ‘homeopathic’ formulas invented by Steiner, along with the laws of the elements of fire water wind and air, enhancing the soil quality and stimulating plant life.
•    The aim of Steiner’s compost is not just to enrich the soil organically, but to reunite the earth with its severed spirit through transforming and cleaning the atmosphere producing the highest quality of air, water, and soil.
•    Biodynamic practices go beyond substituting chemicals (as in organic farming) for growing food using natural formulas to work in harmony with nature producing 14 inches of top soil a year (this is 13 inches more than any other method of farming methods), greater yields, and nutritiously dense foods.
•    the positive effects of a biodynamic farming can be experienced by neighboring lands
•    biodynamic farming preparations counteract the effects of electromagnetic radiation, drought and more.
About Education
Prior to the industrial revolution, education was whole life learning.  It focused on every aspect of understanding and training in what it takes to sustain human life.

About Education
some facts regarding the ‘No Child Left Behind’ (NCLB) policy:
•    All major teachers' unions, allege that the act hasn't been effective in improving education in public education, especially high schools, as evidenced by mixed results in standardized tests since NCLB's 2002 inception.
•    Opponents also claim that standardized testing, which is the heart of NCLB accountability, is deeply flawed and biased for many reasons, and that stricter teacher qualifications have exacerbated the nationwide teacher shortage, not provided a stronger teaching force.
•    Some critics believe that the federal government has no constitutional authority in the education arena, and that federal involvement erodes state and local control over education of their children.
•    Between 1999 and 2004, reading scores for 17-year-olds fell 3 points, and math scores fell 1 point.
•    U.S. 15-year-olds ranked 24th out of 29 developed nations in math literacy and problem-solving, in 2003.
•    1 million students annually drop out of high school before graduation.

the Waldorf Way is to:
•    Nourish and support the childrens physical, emotional, conceptual, spiritual and social development; “Waldorf education places the development of the individual child in the focal point, convinced that the healthy individual is a prerequisite for a healthy society.”, The international Conference on Education of UNESCO.  “The greatest scientist are artists as well.  Imagination is more important than knowledge.  Knowledge is limited.  Imagination circles the world.”, Albert Einstein.
•    Provide age appropriate programs and activities by nourishing and supporting the childrens relationship to their world, including their relationship to music, story, the arts, the earth, and others - thereby increasing their sense of security and belonging; “I am struck by the fact that the more slowly trees grow at first, the sounder they are at the core, and I think the same is true of human beings.  We do not wish to see children precocious, making great strides in their early years like sprouts, producing a soft and perishable timer, but better if they expand slowly at first, as if contending with difficulties, and so are solidified and perfected.  Such trees continue to expand with nearly equal rapidity to extreme old age.”, Henry David Thoreau.
•    Support and enhance healthy parent-child bonds; “After all, the function of education is to turn out an integrated individual who is capable of dealing with life...”, J. Krishnamurti.  Parenting is a dance and good dancers are able to affect their partner’s movements in the gentlest ways.  Through involvement in the Waldorf community, monthly information evenings and more, parents learn steps affecting the child’s movement through life.  ”What is asked of us as parents is sometimes more than we would expect of any person.  This is as it should be; for a parents we have been given the wonderful challenge of growing as human beings while at the same time giving the highest service possible.”, Franklin Kane of Parents as People.
•    Restore / Create Balance for challenging students.  Teachers proceed on two levels: they deal with the problematic behavior and then they invariable turn to the root cause.  Almost always the difficulties that are uncovered indicate a one-sided and complete development of the three essential capacities - thinking, feeling, and willing - that are at the heart of Waldorf education.  “Many programs are tying to effect educational reform from the outside in, but the greatest immediate power we have is to work to reform from the inside out.  Ultimately, human wholeness does not come from changes in our institutions, it comes fro the reformation of our hearts.”, Parker Palmer, The Courage to Teach.

About the Health & Medicine
If you look at the health of a person who takes responsibility for their well-being you will notice that they mostly eat organic foods, effectively manage stress, are typically medication free even past the age of 60, are typically looking 10-20 years younger than their counterparts, have values inconsistent with consumerism, and they often adopt what is called an alternative life-style where non-violence is a common thread permeating all aspects of their life.

some facts regarding allopathic medicine and health:
•    According to the American Cancer Society, ACS, (which in itself is a disturbing concept), “If Americans ate a healthy, balanced diet emphasizing vegetables, fruits, whole grains and beans that helped maintain a healthful weight, as many as one-third of all cancer deaths in the United States could be prevented.”  
•    In the year 2000 there were 13 million new cases of cancer (from ACS).
•    According to the World Health Organization the U.S. ranks 37 in the world as having an effective health care system and number 1 in being the most expensive.
•    Beef and beef products of the U.S. have been rejected by many countries as human food.
•    The U.S. exports DDT to countries that supply the U.S. with food - DDT, (dichlorodiphenyltrichloroethane) is one of the most well-known synthetic pesticides - DDT and other pesticides may cause cancer and is a threat to wildlife, particularly birds and was banned for crops by the U.S..

the Anthroposophic way to health:
•    Anthroposophical medicine is a holistic and salutogenetic approach to medicine focusing on strengthening the patient's organism and individuality. The self-determination, autonomy and dignity of patients is a central theme; therapies are intended to enhance a patient's capacities to heal.   
•    Anthroposophic Medicine views the entire human being (physical and life bodies, soul and spirit) in its relationship to the universe in treating illness.
•    It includes the use of European homeopathics and plant medicines, assessment by specially trained physicians, and several unique therapies.

The Arts
Eurythmy is an expressive movement art originated by Rudolf Steiner in conjunction with Marie von Sivers in the early 20th century. Primarily a performance art, it is also used in education —especially in Waldorf education and as a movement therapy.

About The Founder of Anthroposophy:
Rudolf Steiner (1861-1925) was born in Austria. He found his life’s work in the realms of consciousness and cognition. His techniques for the development of clear critical thinking, the cultivation of daily meditation and concentration practices and awareness of nature’s cycles, can lead individuals to reach spiritual levels of consciousness safely. He believed working along with the spiritual worlds enriches the life of the individual and the world.

A university student of mathematics, science and philosophy in Vienna, he later earned a doctorate from the University of Rostock. He edited the scientific writings of Goethe, whose approach, based on intensified, selfless observation of nature, became a source of inspiration for his own work. Steiner’s doctoral dissertation dealing with Fichte’s theory of knowledge was later expanded and published as Truth and Science. In 1894, he published The Philosophy of Freedom, which he felt to be his most important philosophical work.

Steiner brought forth out of his spiritual experiences an abundance of scientific, medical, agricultural, social, educational, architectural, and artistic renewal. Steiner called this science of spirit Anthroposophy, meaning ‘wisdom of the human being.’ Anthroposophy is non-religious, and enhances many Buddhist, Christian, Muslim, and other traditional practitioners’ endeavors.

Author of almost thirty books, Steiner also gave approximately 6,000 lectures on a wide range of subjects. He initiated Waldorf education, biodynamic farming and gardening, an approach to the care and education of people with disabilities, anthroposophical medical work, and an art of movement called eurythmy.  
“My meeting with Rudolf Steiner led me to occupy myself with him from that time forth and to remain always aware of his significance. We both felt the same obligation to lead man once again to true inner culture. I have rejoiced at the achievements his great personality and his profound humanity have brought about in the world”, Albert Schweitzer.  There is a more detailed biography on the international web site (www.goetheanum.org).

About The Anthroposophyl Society
The Anthroposophical Society is an entirely public society: membership is open to all without regard to ethnic or national origin, social standing, religion, scientific or artistic conviction.  There are no anthroposophic societies in NC according to: http://anthro.webhost4life.com/Search.aspx

The Goetheanum, the center of the Anthroposophical Society, is located in Dornach, Switzerland. Steiner designed the extraordinary first and second Goetheanum buildings, inspiring many architects in Europe and America to this day.

The Goetheanum offers public workshops, lectures and artistic events to an international audience. For people interested in furthering specific fields of research and training within anthroposophy, the School of Spiritual Science offers: The General Anthroposophical Section, The Section for Mathematics and Astronomy, The Medical Section, The Agriculture Department, The Pedagogical Section, The Section for the Spiritual Striving of Youth, The Section for Social Sciences, The Section for the Arts of Eurythmy (beautiful movement), Speech, Drama and Music, The Art Section (embracing painting, sculpture and architecture, furniture design, glass engraving, color studies and plant-color research), and The Literary Arts and Humanities Section. For more information about activities of the Anthroposophical Society in America and about organizations inspired by Rudolf Steiner’s work, go to www.anthroposophy.org.  http://www.steinercollege.edu/?q=node/133

In Conclusion
We believe that anthroposophy education, farming, arts and medicine provides the answer to today’s social issues and therefore, we have engaged in the development of anthroposophy institutions worldwide.  We currently have several locations for these projects: 6.5 acres, 51 acres both in the Southeast and in the Ivory Coast, 13,500 acres was donated by the government with a promise of more land if needed.    We invite you to join us in creating a healthy and economically viable world.  Please contact us at support@ffwh.org .
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“Our deepest fear is not that we are inadequate.  Our deepest fear is that we are powerful beyond measure.  It is our light, not our darkness, that frighten us.”,   Nelson Mandela.

ADDITIONAL NOTES ON: WHY WALDORF

"Harvard's Howard Gardner, author of several influential books (among them The Unschooled Mind: How Children Think and How Schools Should Teach), sees Waldorf education as consistent with his theory of multiple human intelligences. “I like very much the determinedly developmental perspective of Waldorf schools ... the realization that human development in general, and each child's development in particular, has a kind of organic rhythm to it, and its disturbance can be very damaging...”, he says in the Sept. 25, 2001 issue of the Boston Globe.

Waldorf is among the fastest growing educational movements in the world. In North America alone there are more than 250 Waldorf schools in some level of development, and numbers worldwide have doubled in the last decade to more than 900 schools. Along with this type of growth is a constant demand for new teachers providing new and more jobs available to our communities.  


The Essential Phases of Child Development: The First Seven Years: Imitation

Waldorf schools provide a detailed, richly artistic curriculum that responds to and enhances the child's developmental phases, from early childhood through high school.

The baby is at the most absorptive stage and totally open to external influences. From birth she learns to stand, to talk, and to think. Becoming able to stand upright, to speak, and to think are remarkable achievements in a period of three or four years. And the young child does this without benefit of formal instruction through a combination of latent ability, instinct, and, above all, imitation. Imitation is the special talent that characterizes the period up to the age of six or seven. The young child mimics everything in the environment uncritically-not only the sounds of speech, the gestures of people, but also the attitudes and values of parents and peers.

The Second Seven Years: Imagination

Toward the end of the child's first seven years, various changes take place. Teachers in Waldorf Education consider the most prominent physical change being the loss of the milk teeth. It is a fact well known by biologists that it takes seven years for the transformation of every inherited cell in the body. Now, for the first time in her life, the child is wholly herself. This is manifest as the child develops: on the one hand, a new and vivid life of imagination, and on the other, a readiness for more formal learning. She both expresses and experiences life through finely tuned and delicate feelings.

As the child moves through these years, the faculty for more sequential and logical thought begins to unfold. Yet careful handling is necessary, for while this faculty needs nurturing, the ability to be fully at home in the world of imagination remains the child's most vital asset.

The Third Seven Years: Truth, Discrimination and Judgment

By the third developmental stage—adolescence—the child is on a search for truth, and she begins to experience the power of her own thinking. Two other features are present in the adolescent psyche: a healthy, valuable idealism and a vulnerable sensitivity-about both one's own inner experiences and the unfolding, insecure sense of self. The adolescent psyche needs protection, and many youngsters from puberty onwards are energetic in disguising their inner condition. Girls may become coquettish, daring and defiant. Boys' defenses may take the form of sullen or introverted behavior, apparent unwillingness to communicate, or a withdrawal into a "cocoon." In any case, they often erect barriers for self-protection. The adolescent behind the barrier is constantly seeking a role model with qualities to emulate.

A Waldorf school is not just an alternative to public schools or another independent school; its curriculum and philosophy proceed from the world view and the insights into the nature of the child that Rudolf Steiner has given us in Anthroposophy. If there is not a core community surrounding the school initiative that is thoroughly familiar with and committed to that philosophy and pedagogy, then it is unlikely that the initiative will prosper.

Nevertheless, schools do best if Anthroposophy is being cultivated in the community around them in a healthy and free manner. The school itself needs to have a healthy fertile relationship with Anthroposophy if it is to grow and thrive as a Waldorf school.

Partnership Circle : Inspiring Transformation

We form this Partnership Circle in recognition of the need for people to come together to think holistically about our world. We must use our focused energies to live in harmony with one another and with the Earth. We invite business visionaries and cultural leaders to join with AWSNA to strengthen awareness of principles and practices in all realms (social, economic, scientific, political and cultural) that lift the evolution of our culture towards a holistic vision of the human being who can live consciously for the greater good.

We acknowledge that to affect sustainable change and to achieve this new vision, all elements of the world must be included in our efforts for social renewal and transformation. Transformation of any one part, leaving the other parts untouched, is not sustainable. The change must begin in childhood, in the way we educate our children and in the practices we model if we wish to have adults able to fulfill this evolutionary vision. Nothing less than a change in the way the human being is perceived ... nothing less than the recognition that all are inexorably intertwined and interdependent ... nothing less than developing a more conscious relationship with the Earth, as well as with one another, is called for.

We recognize that a reverence for life in all forms and of cultivation of our inner capacities - for love, commitment, insight, creativity, cooperation, and inspiration - is formed by the ways we educate our children, grow our food, operate our businesses and organizations, build and tend our communities, develop social networks, and measure our progress.

We have all begun this work, in our individual strivings and within our own communities and organizations. We appreciate that the Association of Waldorf Schools of North America has taken the lead to launch this Partnership Circle and to create opportunities for people to uphold a picture of the human being that Waldorf Education holds as true.

We pledge our intent to be members of this Partnership Circle in service to this worthy endeavor for the benefit of our families, our communities, our businesses and organizations, and for the greater world. In partnership, we speak out with one voice to inspire lasting transformation.

Waldorf Education offers unhurried education for the whole child-head, hands, and heart. Its innovative curriculum integrates the arts, practical work, and academics. It is uniquely developmentally-oriented, addressing the child's changing consciousness as it unfolds, stage by stage, from preschool through twelfth grade. Waldorf students develop a deep love for life and learning, as well as the confidence, innovation and strength to be of service to the world.

Some quotes of interest:

“I believe that Waldorf Education possesses unique educational features that have considerable potential for improving public education in America.  The time is well ripe for the public schools to explore the ways in which ideas in Waldorf Education might be explored in their own settings.”
Elliot W. Eisner, Ph.D., professor of education and art, Stanford University

“The Waldorf approach is nothing if not purposeful and structured - from the arrangement of the school-day to focus on academic work in the morning when children are most alert and on more physical activity later in the day when energy levels are higher but attention spans lapse.”
Jeremy Scholberg, from his article “The Waldorf Way”



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Students: our future leaders

Classes provide full self expression

Donations & Assisting Opportunities - the GLOT Campaign (Green Leaders Of Tomorrow)