SC Waldorf - High School

	Jenell Carlson Humanities, English, Movement and PE Consciousness Studies, Rudolf Steiner College, 2006 Spatial Dynamics Institute, 2004 Remedial Program, Rudolf Steiner College, 2002 Waldorf Teacher Training, SF Waldorf Teacher Program, 1999 BA English Lit, San Diego State, 1990

	Glyn Craydon Faculty Chair, Science, Math Waldorf Teacher Training Certificate, Emerson College, 1987 MC Science Education, University of London, 1974 BS Biochemistry, University of Surrey, 1970 Epirrhema In contemplating Nature's being, Know the One as many, seeing In and outer coinciding, Nothin from out dividing, Open secret, revelation! Grasp it without hesitation. Free of seeming truth's confusion Revel in the serious game! Separateness is the the illusion- One and many are the same. J.W. v. Goethe

	Bob Dell'Oliver Math, History, Japanese Joinery, Bookbinding Waldorf Teacher Training Certificate, 1996 BS Physics, Arizona State University, 1972 "You know how much I used to love Plato. Now I realize he lied. The things of this world are not a reflection of the ideal, but the product of human blood and hard labor. It is we who built the pyramids, hewed the marble for the temples and statues, we who pulled the oars in the galleys and dragged wooden ploughs for their food, while they wrote dialogues and dramas…. we were filthy and died early deaths. They were aesthetic and carried on subtle debates and made art." Letter from Auschwitz (a young poet to two poet friends) in Tadeusz Borowski "This way for the gas, Ladies and Gentleman"

	Paul "Bodo" Langen Coppersmithing, Clay Sculpting, Wood & Stone, Archery, and Parent Education Art Studies, Atelier Haus 1984-1987 Waldorf Teacher Training Certificate, Rudolph Steiner College, 1983 Gold-Silversmith 1974 "NATURE begins with Man no better than with the rest of her works: she acts for him where he cannot yet act as a free intelligence for himself. But it is just this that constitutes his humanity, that he does not rest satisfied with what Nature has made of him, but possesses the capacity of retracing again, with his reason, the steps which she anticipated with him, of remodeling the work of need into a work of his free choice, and of elevating physical into moral necessity." Schiller "On the Aesthetic Education of Man"

	Kristen Lansdale Spanish Language and Culture, Community Service/Outreach BA Comparative Studies (Race/Ethnicity) and Social Anthropology, Central-South America, Stanford, 2003 "A generous heart, kind speech and a life of service and compassion are the things which renew humanity." Buddha

	Diana Moll Color Theory, Black/White Drawing, Veil Painting L.Ac., MTCM, Five Branches Institute, 1997 BA Art, UC Santa Cruz, 1981 In the classes I teach I try to be the sort of teacher I wish I had had in High School. Although I spent plenty of time doing art, there was very little learning art. There are skills, techniques and ways of seeing that can be explored and learned, enhancing creativity by giving it a language. It is very exciting and rewarding for a student to make that crucial eye, hand, paper connection. Or to see how colors work together. Or be able to get the proportion of a face so it looks like the model. Individually each student requires different sort of guidance, some need to be encouraged to take a work further, some need to learn when to stop. Some need to check proportion, some over all tonal value. My goal is for each student to leave class with strengthened skills and new insights.

	Robin Theiss Humanities, English, World Affairs Bay Area Center for Waldorf Teacher Trianing Graduate, 2004 MA Theology, Claremont School of Theology, 1993 BA Philosophy and Religious Studies, UC Riverside, 1991 "It is the general insight, which merits more attention than it receives, that teaching should not be compared to filling a bottle with water but rather helping a flower to grow in its own way. As any good teacher knows, the methods of instruction and the range of material covered are matters of small importance as compared with the success in arousing the natural curiosity of the students and stimulating their interest in exploring on their own." Noam Chomsky from "Language and Problems of Knowledge: The Magna Lectures"