The Beginnings of Eurythmy Therapy in Curative Education and Social Therapy
療癒優律思美在療癒教育和社會療癒的起始
撰文: 威爾伯格·凱勒·羅斯 (Wilburg Keller Roth) 醫生 / 中譯 曾馨慧
Soon after its foundation in 1921, the clinical-therapeutic institute in Arlesheim began admitting children with behavioural problems and developmental disorders, by 1924 in the Sonnenhof, a curative home in Arlesheim. At the same time, three young curative educators founded the home on the Lauenstein near Jena. At the Stuttgart Waldorf School, children with developmental delays were admitted and treated in a special remedial class as early as 1919. Eurythmy therapy for children with special needs developed in these centres from the collaboration of the teachers and the first eurythmists with Rudolf Steiner. Since then eurythmy therapy and special needs education has spread to all continents of the world with about 650 anthroposophical curative education and social therapy institutions in over 50 countries.
自1921年奠基以來，很快地位於阿爾勒斯海姆（Arlesheim）的臨床治療機構(Clinic Therapeutic Institute) 開始接受行為問題和發育障礙的孩子，並於1924年開始在阿爾勒斯海姆的療癒之家 Sonnenhof 收養孩子。同時，三位年輕的療癒教育工作者在耶拿(Jena) 附近的勞恩施泰 (Lauenstein ) 也建立療癒之家。在斯圖加特華德福學校，最早於1919年就接受發育遲緩兒童，並安排於特教輔導班給予治療。針對特教孩子的療癒優律思美經由老師和第一位優律思美治療師及史代納 Rudolf Steiner 的合作下發展起來。從那時開始至今，療癒優律思美和療癒教育已經遍及世界各地，在50多個國家/地區擁有約 650 個人智學療癒教育和社會療癒機構。
Nine-year-old Sandroe, whose head was constricted by a forceps birth and whose development was delayed after a sunstroke when he was about nine months old, was one of the first children to be brought to Arlesheim for treatment. Eurythmy therapy was initially performed here by two young doctors, Julia Bort and Margarete Kirchner-Bockholt. We owe the most beautiful description and explanation of a Eurythmy Therapy sequence by Rudolf Steiner himself to the discussion of Sandroe during the curative education course in 1924: "[He] makes R and L. R is a turning, something is turning round, is revolving. There at once you have mobility. […] [L is] the sound that signifies yielding or compliance, adapting oneself to fall in with something. And that is what the boy’s organism needs: to be made pliant and supple, so that it will be ready to adapt itself. […] we have to see that the exhalation process is stimulated as much as possible and that he boy himself participates in it. This happens in M. This is the exhalation sound[…]. And N provides the tendency to lead back into what belongs to the intellect. We shall have for this boy R, L, M, N. As you see, once we have a comprehensive picture of the child’s condition, we know what we have to do. For this we must, of course, know, first of all, the true nature of each sound, and be absolutely at home in eurythmy; then, we must on the other hand have also the ability to look with clarity and discernment into the bodily organisation of the child. Both are things that can be learned…"
九歲的桑德羅（Sandroe）是頭一個被帶到阿爾勒斯海姆（Arlesheim）進行治療的孩子，他的頭因產鉗協助出生而後受限發展，在九個月大時且在陽光下中暑而發育遲緩。療癒優慮思美最初在這裡是由兩名年輕的醫生 Julia Bort和 Margarete Kirchner-Bockholt 進行的。我們要歸功於魯道夫·施泰納（Rudolf Steiner）本人在1924年的療癒教育課程中對Sandroe的討論中對療癒優律思美序列提出最美麗的描述和解釋：“ [他]使用 R和 L. R是一種轉動，是某事物轉動著，旋轉著。那具有流動性。[…] [L是]表示柔化或同感，使自己適應某種事物的音，這就是男孩的有機體所需要的：有機體變得柔軟而調和，這樣[…]我們必須看到呼氣過程受到盡可能多的刺激，並且他本人也參與其中，這發生在M 音.這是呼氣的音[…]。而 N 音則提供了回到屬於頭部意識⼒量的趨勢。 對於這個男孩，我們應用 R、L、M、N。正如你所看到的，一旦我們對孩子的狀況有個全像的了解，我們就知道什麼必須做。當然，為此我們必須首先知道，每個音的真實本質，在絕對安住於優律思美之中； 那麼，另一方面，我們還必須有能力以清晰和洞察力觀察兒童的身體組織。 兩者都是可以學習的......”
It is often touching to experience how in eurythmy and eurythmy therapy behavioural abnormalities such as agonising restlessness, shyness and aggressiveness, but also physical deformities recede and the healthy and harmonious human being becomes visible. In the physical and mental one-sidedness, however, individual sound qualities can also appear particularly clearly, such as U in Sandroe or R in Robert. In this way, the people we care for become our teachers, just like Sandroe, who is said to have said of himself throughout his life: "I am the first healing pedagogue".
這是常令人感動的經驗，優律思美和療癒優律思美如何使行為異常譬如煩躁不安、害羞和攻擊性甚至於身體變形也能消解，而健康和諧的人可展現。然而，單就身心這方面來看，無論如何，個人音質也能顯得特別清晰，例如 桑德羅(Sandroe) 的 U品質 或 羅伯特(Robert) 的 R。 在這情形，被我們照護的人也成為我們的老師，就像桑德羅一樣，據說他一生常這樣對自己說：“我是第一位療癒教育家”。
伊塔·薇格曼 (Ita Wegman) 醫生 和 她的特教孩子們
撰文: 威爾伯格·凱勒·羅斯 (Wilburg Keller Roth) 醫生
原文請參照 國際療癒優律思美
https://eurythmytherapy-medsektion.net/en/methodology/100-years-eurythmy-therapy
療癒教育的書籍參考:
https://www.yigeng.com.tw/product-deatil/MO9QCU
(註2: 生命之梯：治療教育的七個生命歷程給家長、教師和治療者勇氣的實用指引 A Practical Guide to Curative Education: The Ladder of the Seven Life Processes )
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